BSBWOR501 Learner Resource v3.1 (Book)

BSBWOR501
Manage personal work priorities and

professional development
LEARNER RESOURCE
Spencer College & Spencer Technical College 2
BSBWOR501 - Manage personal work priorities and professional development Version 2
TABLE OF CONTENTS
TABLE OF CONTENTS........................................................................................................................................ 3
COURSE INTRODUCTION .................................................................................................................................. 5
ABOUT THIS GUIDE .................................................................................................................................................. 5
ABOUT ASSESSMENT ................................................................................................... ERROR! BOOKMARK NOT DEFINED.
ELEMENTS AND PERFORMANCE CRITERIA ....................................................................................................... 8
EVIDENCE REQUIREMENTS .............................................................................................................................. 9
KNOWLEDGE EVIDENCE ..................................................................................................................................... 9
PERFORMANCE EVIDENCE ................................................................................................................................. 9
ASSESSMENT CONDITIONS ............................................................................................................................ 10
PRE-REQUISITES ............................................................................................................................................. 10
TOPIC 1 – ESTABLISH PERSONAL WORK GOALS.............................................................................................. 11
SERVE AS A POSITIVE ROLE MODEL IN THE WORKPLACE THROUGH PERSONAL WORK PLANNING AND
ENSURE PERSONAL WORK GOALS, PLANS AND ACTIVITIES REFLECT THE ORGANISATION’S PLANS, AND OWN
RESPONSIBILITIES AND ACCOUNTABILITIES ................................................................................................... 11
FOLLOW THE COMPANY POLICY ............................................................................................................................... 12
PUNCTUALITY ....................................................................................................................................................... 13
GOOD LEADERSHIP ................................................................................................................................................ 13
BEING TIDY AND ORGANISED ................................................................................................................................... 13
BE ENTHUSIASTIC .................................................................................................................................................. 13
WORK PLANNING PROCESS..................................................................................................................................... 14
WHAT IS WORK PLANNING? .................................................................................................................................... 14
AN ONGOING PROCESS........................................................................................................................................... 15
MEASURE AND MAINTAIN PERSONAL PERFORMANCE IN VARYING WORK CONDITIONS, WORK CONTEXTS
AND WHEN CONTINGENCIES OCCUR ............................................................................................................. 16
SELF-APPRAISAL ................................................................................................................................................... 17
TOPIC 2 - SET AND MEET OWN WORK PRIORITIES ......................................................................................... 19
TAKE INITIATIVE TO PRIORITISE AND FACILITATE COMPETING DEMANDS TO ACHIEVE PERSONAL, TEAM AND
ORGANISATIONAL GOALS AND OBJECTIVES .................................................................................................. 19
HOW TO DEVELOP INITIATIVE ....................................................................................... ERROR! BOOKMARK NOT DEFINED.
USE TECHNOLOGY EFFICIENTLY AND EFFECTIVELY TO MANAGE WORK PRIORITIES AND COMMITMENTS..... 22
MAINTAIN APPROPRIATE WORK-LIFE BALANCE, AND ENSURE STRESS IS EFFECTIVELY MANAGED AND
HEALTH IS ATTENDED TO ............................................................................................................................... 22
HOW TO MAINTAIN GOOD WORK-LIFE BALANCE? ........................................................................................................ 23
WHAT IS STRESS?.................................................................................................................................................. 24
CAUSES OF STRESS................................................................................................................................................. 25
STAGES OF STRESS ................................................................................................................................................. 26
HOW TO MANAGE STRESS ....................................................................................................................................... 26
LEARN HOW TO MANAGE STRESS ................................................................................... ERROR! BOOKMARK NOT DEFINED.
LEARN HOW TO RELAX............................................................................................................................................ 28
TOPIC 3 - DEVELOP AND MAINTAIN PROFESSIONAL COMPETENCE................................................................ 29

ASSESS PERSONAL KNOWLEDGE AND SKILLS AGAINST COMPETENCY STANDARDS TO DETERMINE
DEVELOPMENT NEEDS, PRIORITIES AND PLANS ............................................................................................. 29
SEEK FEEDBACK FROM EMPLOYEES, CLIENTS AND COLLEAGUES AND USE THIS FEEDBACK TO IDENTIFY AND
DEVELOP WAYS TO IMPROVE COMPETENCE ................................................................................................. 32
WHY IS FEEDBACK IMPORTANT ................................................................................................................................ 33
ACCEPTING NEGATIVE FEEDBACK ............................................................................................................................. 33
WHO GIVES FEEDBACK? ......................................................................................................................................... 34
METHODS OF FEEDBACK ......................................................................................................................................... 35
IDENTIFY, EVALUATE, SELECT AND USE DEVELOPMENT OPPORTUNITIES SUITABLE TO PERSONAL LEARNING
STYLE/S TO DEVELOP COMPETENCE AND IDENTIFY AND DEVELOP NEW SKILLS TO ACHIEVE AND MAINTAIN A
COMPETITIVE EDGE ....................................................................................................................................... 41
WHAT SKILLS SHOULD I BE CHOOSING FOR MY PERSONAL DEVELOPMENT?........................................................................ 44
WHY SHOULD YOU CREATE A PERSONAL DEVELOPMENT PLAN?....................................................................................... 44
WHY SHOULD I RECORD MY STRENGTHS AND WEAKNESSES? .......................................................................................... 45
HOW DO I KNOW WHAT THE REQUIRED SKILLS ARE?..................................................................................................... 47
PARTICIPATE IN NETWORKS TO ENHANCE PERSONAL KNOWLEDGE, SKILLS AND WORK RELATIONSHIPS ..... 51
BUSINESS NETWORKING AND YOU ................................................................................ ERROR! BOOKMARK NOT DEFINED.
ADVANTAGES OF BUSINESS NETWORKING ................................................................................................................. 51
THE SECRET TO SUCCESSFUL BUSINESS NETWORKING .................................................................................................. 52
FOLLOW THROUGH................................................................................................................................................ 52
REMEMBER WHO YOU MET ................................................................................................................................... 52
SUMMARY ..................................................................................................................................................... 53
REFERENCES................................................................................................................................................... 54

COURSE INTRODUCTION
ABOUT THIS GUIDE
This resource covers the unit BSBWOR501 - Manage personal work priorities and
professional development.
This unit describes the skills and knowledge required to create systems and process to
organise information and prioritise tasks.
It applies to individuals working in managerial positions who have excellent

organisational skills. The work ethic of individuals in this role has a significant impact
on the work culture and patterns of behaviour of others as managers at this level are
role models in their work environment.
No licensing, legislative, regulatory or certification requirements apply to this unit at the

time of publication.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit.
The information is designed to reflect the requirements of the unit and uses headings to
makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your
assessment. You will be required to complete the assessment tools that are included in
your program. At the back of the resource are a list of references you may find useful to
review.
As a student it is important to extend your learning and to search out text books,
internet sites, talk to people at work and read newspaper articles and journals which
can provide additional learning material.
Your trainer may include additional information and provide activities. Slide
presentations and assessments in class to support your learning.
ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training

and assessment framework that ensures the knowledge gained through training is
translated into practical on the job improvements.
You are going to be assessed for:
• Your skills and knowledge using written and observation activities that apply
to your workplace.
• Your ability to apply your learning.
• Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment
of this unit. The assessment is a competency based assessment, which has no pass or
fail. You are either competent or not yet competent. Not Yet Competent means that you
still are in the process of understanding and acquiring the skills and knowledge required
to be marked competent. The assessment process is made up of a number of assessment
methods. You are required to achieve a satisfactory result in each of these to be deemed
competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor
will guide your learning and provide feedback on your responses to the assessment. For
valid and reliable assessment of this unit, a range of assessment methods will be used to
assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
• Written Activity
• Case Study
• Observation
• Questions
• Third Party Report

The assessment tool for this unit should be completed within the specified time period
following the delivery of the unit. If you feel you are not yet ready for assessment,
discuss this with your trainer and assessor.
To be successful in this unit you will need to relate your learning to your workplace. You
may be required to demonstrate your skills and be observed by your assessor in your
workplace environment. Some units provide for a simulated work environment and
your trainer and assessor will outline the requirements in these instances.

ELEMENTS AND PERFORMANCE
CRITERIA
1. Establish personal work 1.1 Serve as a positive role model in the workplace
goals through personal work planning
1.2 Ensure personal work goals, plans and activities reflect

the organisation’s plans, and own responsibilities and
accountabilities
1.3 Measure and maintain personal performance in

varying work conditions, work contexts and when
contingencies occur
2. Set and meet own work 2.1 Take initiative to prioritise and facilitate competing
priorities demands to achieve personal, team and organisational
goals and objectives
2.2 Use technology efficiently and effectively to manage

work priorities and commitments
2.3 Maintain appropriate work-life balance, and ensure

stress is effectively managed and health is attended to
3. Develop and maintain 3.1 Assess personal knowledge and skills against
professional competence competency standards to determine development needs,
priorities and plans
3.2 Seek feedback from employees, clients and colleagues

and use this feedback to identify and develop ways to
improve competence
3.3 Identify, evaluate, select and use development

opportunities suitable to personal learning style/s to
develop competence
3.4 Participate in networks to enhance personal

knowledge, skills and work relationships
3.5 Identify and develop new skills to achieve and

maintain a competitive edge

EVIDENCE REQUIREMENTS
This describes the essential requirements and their level required for this unit.
KNOWLEDGE EVIDENCE
To complete the unit requirements safely and effectively, the individual must:
• Explain principles and techniques involved in the management and

organisation of:
o performance measurement
o personal behaviour, self-awareness and personality traits
identification
o a personal development plan
o personal goal setting
o time
• Discuss management development opportunities and options for self
• Describe methods for achieving a healthy work-life balance
• Outline organisation’s policies, plans and procedures
• Explain types of learning style/s and how they relate to the individual
• Describe types of work methods and practices that can improve personal
performance.
PERFORMANCE EVIDENCE
Evidence of the ability to:
• Use business technology to create and use systems and processes to organise
and prioritise tasks and commitments
• Measure and maintain personal work performance including assessing
competency against competency standards and seeking feedback
• Maintain an appropriate work-life balance to manage personal health and
stress
• Participate in networks
• Develop a personal development plan which includes career objectives and
an action plan
• Develop new skills.
Note: if a specific volume or frequency is not stated, then evidence must be provided at
least once.
ASSESSMENT CONDITIONS
Assessment must be conducted in a safe environment where evidence gathered
demonstrates consistent performance of typical activities experienced in the industry
capability - workplace effectiveness field of work and include access to:
• Workplace equipment and resources

• Case studies and, where possible, real situations
• Interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
PRE-REQUISITES
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.

TOPIC 1 – ESTABLISH PERSONAL
WORK GOALS
SERVE AS A POSITIVE ROLE MODEL IN THE WORKPLACE

THROUGH PERSONAL WORK PLANNING AND ENSURE PERSONAL
WORK GOALS, PLANS AND ACTIVITIES REFLECT THE
ORGANISATION’S PLANS, AND OWN RESPONSIBILITIES AND
ACCOUNTABILITIES
ROLE-MODELLING BEHAVIOUR
The strongest influence on employee behaviour is their direct team leader, and because
of this influence the importance of modelling the correct work practices and behaviours
expected at work, is paramount in effective leadership.
The leader who can gain the respect and admiration of their co-workers is often likely to
gain commitment to projects with a high standard of outcomes on a consistent basis.
When influencing others, the role model does not expect team members to mirror every
aspect of themselves, authenticity also comes from individuality. For example, when the
focus is client centric, effective role modelling guides team members on how they
personally could take time for the customer in various ways. Customer friendly role
models can be observed showing empathy to the customer and taking personal
responsibility to follow through with requests.
Some characteristics of positive role models may include:
• Professional experience and credibility

• Strong communication skills
• Pay attention to their acts
• Effective listening skills
• Ability to build rapport internally and externally
• Encourage teamwork and cooperation
• Commitment to growth and development of others

How to be a good role model:
• Self-reflect. Reflect on actions and the reactions that they produce. Leaders
who understand why they do something in a particular way, will be able to
guide others in similar situations.
• Receive feedback. Self-awareness and an open mind to improve oneself is
an important trait in effective role modelling.
• Confidence in self and role. A favourable approach to tasks and problem
solving will be mirrored by others.
• Communicate. Good communication means listening as well as speaking. An
effective role model builds confidence in others. When people know what is
expected of them they are able to add value with their contributions.
• Show empathy. People need to know that they are being heard and
understood, that the challenges they face are supported and acknowledged by
their manager.
• Have a clear vision. Setting clear expectations of short term and long term
goals, models the expectations of the business to all employees.
• Lead by example. Good leadership role models are honest and practice what
they preach.
All employees have a responsibility to act as a role model. Without behaving in the
appropriate way, employees lose all credibility, and the team loses cohesion. Whatever
you expect from other staff, you need to show by example that you can act in the same
way. So how should you act as a role model?
FOLLOW COMPANY POLICIES
Companies expect certain standards of behaviour and dress from their staff. If you don't
follow good codes of conduct set out in the company policy or mission statement, then
you will come across as hypocritical. You are subconsciously telling the staff that it is
acceptable to follow your own standards and that the policy is to be ignored. Follow the
procedures of the company regarding holidays, illness and health and safety. Don't put
any staff in danger by your mistakes.

BE PUNCTUAL
All staff members are expected to arrive on time, so you need to be early. Be on hand
before the rest of the workforce so that should any problems arise you are there to deal
with them. Being punctual allows you to have plenty of time to be organised rather than
rushing around chasing other people to help you.
SHOW GOOD LEADERSHIP
To be a manager means you must have self-discipline and leadership skills. If you can't
lead then, you shouldn't be in charge. Good leadership means being communicative,
diplomatic but at the same time courageous to say what you think. Being a leader means
you won't constantly change your mind just to be Mr. or Mrs. Popular. You will gain
more respect by sticking to your instincts, doing what you believe is right but not being
so rigid that you can't revise your opinions.1
BE TIDY AND ORGANISED
Linked to good leadership is being tidy and organised. If you are a role model for others,
then you need to show by example what good practice is. You are showing your
employees that tidiness brings efficiency and again this shows by example that tidiness
works to the person's advantage.
BE ENTHUSIASTIC
Have enthusiasm for the job. Learn as much about it as you can so you can impart your
knowledge on others. Being positive and enthusiastic will lift people's spirits. Don't be
afraid to share what you have learned and update your skills. An employee has a
responsibility to make the company grow in a positive environment. You will not only
motivate staff, but you will prove yourself as someone who works hard and brings the
best out of others by:
• Following the company policy

• Being punctual
• Showing good leadership
• Being tidy
• Organised
1http://www.antiessays.com/free-essays/What-Makes-A-Good-Role-Model-277006.html
• Enthusiastic
You will be a positive role model for others.2
THE WORK PLANNING PROCESS
The work planning process structure came from the research, discussion and review by
means of a successive series of "Plan, Do, Study, Act" (PDSA) cycles. The structure is
based on the concepts of manager as a mentor and the achievement of "mastery" levels
by individual staff members. It emphasises the fact that staff clearly have a crucial
understanding of the work that needs to be done, and how their individual or group
effort contributes to the system. The process is structured so that it is adaptable to both
individual and group work planning situations.3
WHAT IS WORK PLANNING?
Work planning is an approach to accomplishing work in an organisation. It assumes that

all staff members approach their work with a common and consistent desire to do their
best. It is a written statement which outlines the work that needs to be performed by an
individual staff member in order to successfully achieve the aims of the work group and
the organisation.
Work planning assists with the coordination of work activities that encourages
innovation and continuous improvement in the organisation.
In order to function effectively, it is essential for all staff in an organisation to clearly

understand the organisation's overall strategic direction. This description, or "work
plan," provides the basis for empowering staff members to participate in planning how
their work is best accomplished.
A work plan is accomplished through a continuous series of Plan, Do, Check, Act cycles
which involve information gathering as well as making and learning from mistakes.
2http://www.insidebusiness360.com/index.php/acting-as-a-role-model-to-employees-16323/
3http://www.umich.edu/~itdtq/2.6.work.plan.proc.html
PDCA
The fundamental steps of effective continuous improvement processes come from W.

Edward Deming’s Plan-Do-Check-Act (PDCA) cycle. It is the basis of the problem all
TQM solving and monitoring continuous improvement initiatives. The PDCA cycle
commences with the identification of what needs to be changed.
From that point, the cycle involves:
• Planning the change

• Doing the change
• Checking the change
• Acting to refine the change
You should at all times ensure that you are planning your work adequately, ensuring
you work through the PDCA cycle so that you know and understand what you need to do
and you continuously improve your methods and actions in completing your work tasks.
Just as work planning is vital to the team achieving goals so too is it vital for you, as an
individual to continuously improve.

MEASURE AND MAINTAIN PERSONAL PERFORMANCE IN
VARYING WORK CONDITIONS, WORK CONTEXTS AND WHEN
CONTINGENCIES OCCUR
Once an annual ritual, performance appraisal has become a continuous process by

which an employee’s understanding of a company’s goals and his or her progress
toward contributing to them are measured. Performance measurement is an ongoing
activity for all managers and their subordinates.4 But most of all you need to give your
own work a self-appraisal to measure your performance.
Performance measurement uses the below indicators of performance, as well as

assessments of those indicators. You can use the following methods to evaluate yourself
as you work. This is to ensure that you are working to your highest possible standards.
• Quantity: The number of units produced, processed or sold is a good objective

indicator of performance
• Quality: The quality of work performed can be measured by several means.
The percentage of work output that must be redone or is rejected is one such
indicator
• Timeliness: How fast work is performed
• Cost-Effectiveness: The cost of work performed should be used as a measure
of performance only if the employee has some degree of control over costs
• Absenteeism/Tardiness: You are obviously not performing when you are not
at work
• Creativity: It can be difficult to quantify creativity as a performance indicator,
but in many white-collar jobs, it is vitally important
• Adherence to Policy: This may seem to be the opposite of creativity, but it is
merely a boundary on creativity
• Gossip and Other Personal Habits: They may not seem performance-related,
but some personal habits, like gossip, can detract from job performance and
interfere with the performance of others
• Emergency management: under performing in an emergency or when
contingencies are needed can be disastrous. Ensuring you manage in a crisis
situation will be vital to your growth as a manager
4http://tompkinscountyny.gov/files/workforceny/16%20Ways%20to%20Measure%20Employe...
• Personal Appearance/Grooming: Most people know how to dress for work,
but in many organisations, there is at least one employee who needs to be
told5
SELF-APPRAISAL
You as an employee should appraise your own performance, in many cases comparing
your self-appraisal to management's review. Often, self-appraisals can highlight
discrepancies between what you and management think are important performance
factors and provide mutual feedback for meaningful adjustment of expectations.
REVIEWING PERSONAL PROGRESS AND PERFORMANCE
Closely allied to self-appraisal is the need to regularly review progress with the
appropriate personnel. The intention here is to:
• Gain feedback
• Stay on track
• Receive encouragement
• Fine-tune skills already obtained
• Test the depth and levels of skills and knowledge
• Maintain motivation
• Access support
• Modify efforts that are not achieving the desired outcomes
The "appropriate personnel" will vary depending on the self-development being

undertaken, but may include:
• Internal and external teachers and lecturers

• Management and/or store-owners
• Your life coach
• Other team members and store colleagues
• Your workplace mentor, coach or assessor
• Head office personnel
5http://www.bayt.com/en/specialties/q/94689/how-quality-in-work-can-be-measured/
Reviewing your work performance is a vital aspect of a management role otherwise, you
may find employee’s begin to follow your examples. If you are not continuously
improving and gathering feedback and comment from others then your work group or
empl0yees will not.
Being a good role model is the best way to ensure everyone in the team consistently
performs at their peak and the whole work team works together to achieve the goals of
the organisation.

TOPIC 2 - SET AND MEET OWN WORK
PRIORITIES
TAKE INITIATIVE TO PRIORITISE AND FACILITATE COMPETING

DEMANDS TO ACHIEVE PERSONAL, TEAM AND ORGANISATIONAL
GOALS AND OBJECTIVES
Researchers Michael Frese and Doris Fay define initiative as "work behaviour
characterised by its self-starting nature, its proactive approach, and by being persistent
in overcoming difficulties that arise in pursuit of a goal."
When you show initiative, you:
• Do things without being told

• You find out what you need to know
• You keep going when things get tough
• You spot and take advantage of opportunities that others pass by
• You act, instead of reacting, at work6
Most of us have seen initiative in action. Maybe you've seen a young manager who fills
her boss's shoes when he’s off work and the rest of the team is unsure what to do.
Organisations want employees who can think quickly and take responsibility for
themselves. This type of initiative and courage is what pushes teams and organisations
to overcome competition.
PRIORITISING DEMANDS
Working efficiently is important for any business therefore, a well-structured,

manageable workload is the key to good time management and will increase your
productivity in the workplace.
In order to prioritise your workload you should look at each of the below points:
6http://www.mindtools.com/pages/article/initiative.htm
• The to-do list. Don’t keep it on different post-it notes or in your head — at the
beginning of each day or week, write on a sheet of paper what you want to get
done and by when. Rank tasks according to importance or urgency to plan your
day and focus your mind.
• Review your workload regularly. Is there one task that always ends up at the
bottom of the pile? If you find you’re avoiding it, can somebody else do it?
Consider delegating whole projects that you don’t need to be involved in or
allocate a specific time when you only do your admin, for example.
• Remember the 80:20 rule of workloads. It’s very simple — 80 per cent of our
work contributes to less than 20 per cent of its value. Concentrate on the most
crucial 20 per cent of your workload, because performance would still be
strong.
• Set realistic deadlines for your tasks. Look at your to-do list and estimate the
time each task needs to be completed but don’t be overoptimistic. Be honest of
what you can achieve in a working day or week so that you don’t feel
overwhelmed from the start.
• Allow time for interruptions. If you need to finish a certain task at a certain
time, only deal with urgent queries during this time. You can then quickly pick
up again where you left off.
• Structure your workload. Avoid picking up a job, doing a bit and then putting it
back on the pile. Deal with them one at a time and finish each one before
starting another. Your mind will be clear and ready for the next one.
• Don’t let your inbox drive your workload. If you get 50 mails per day, this means
50 interruptions to your day. Don’t check your inbox every time a message
arrives. Switch off instant alerts if necessary and allocate a time when you will
check your inbox.
• Fun, fun, fun. Ticking items off your to-do list is great, but are you concentrating
on the quick-and-easy ones? Tackling more challenging projects first might
mean more time, but also that a major task is completed and a weight off your
shoulders.
• Keep multitasking to a minimum. Starting a number of jobs simultaneously
means most of them won’t get your undivided attention. Think of multitasking

as dealing with more than one task during a day, not at the same time. That
way you focus on the project in hand.
• Keep a log of your workload. If you’re unsure how long things take, how often
your focus shifts or how many times you get interrupted, keep a log of your
working week. This will help you plan your week in future.7
7http://www.icaew.com/en/archive/library/subject-gateways/business-management/strategy-and-
planning/small-business-update/10-ways-to-prioritise-your-workload#sthash.GYab0RTH.dpuf
USE TECHNOLOGY EFFICIENTLY AND EFFECTIVELY TO MANAGE
WORK PRIORITIES AND COMMITMENTS
There are many work schedule templates available on the internet from personal To-do
lists to Rostering software and Project Management programs which can be shared by
all relevant staff members. In some cases, it can also be accessed by third parties such
as contractors and vendors.
For your personal day to day organisation including work tasks a diary may be a
required in your workplace. Other organisations expect you to use Microsoft Calendar
to help you organise your work day and have a policy of sharing calendars in work
groups to monitor staff movements and allow training time to be scheduled. Electronic
Calendars that can be accessed by your colleagues will enable them to identify the gaps
in your schedule in which they can organise meetings or discussions. Such devices can
also record how you’ve spent your time, jog your memory, alert you to meetings and
important tasks, and store useful information such as to-do lists and contact details.
They can also be accessed on smartphones, tablets and laptops so that you can keep
track of your daily meetings, tasks and future planning even when you are not near a
stand-alone computer or in your office.
Project management tools are used to monitor various projects or tasks at regular
intervals and there are a few that are commonly used in the workplace such as Gantt
charts, Pert charts, Excel spreadsheets, MS Project (which can incorporate Gantt Charts),
and written reports. In the case of reports your workplace will most likely have
templates or you may be able to view one which has previously been used to determine
the format to use for reporting and the depth of information you need to provide.
Summary of basic level technology to assist in managing work priorities:

• use Microsoft Calendar or other calendar software to help you organise your
work day
• sharing calendars in work groups
• Gantt charts (in MS Excel for instance)
• Pert charts (in MS Excel for instance)
• Excel or similar spreadsheets
• MS Project or other Project Management applications

MAINTAIN APPROPRIATE WORK-LIFE BALANCE AND ENSURE
STRESS IS EFFECTIVELY MANAGED, AND HEALTH IS ATTENDED
TO
Work-life balance is adjusting your day-to-day activities to achieve a sense of balance

between work life and personal life. Some benefits of a healthy work-life balance
include:
• Reduced stress levels, at work and at home

• Greater focus and concentration
• Higher levels of job satisfaction
• The opportunity to participate more fully in family and social life
• More time to pursue personal goals and hobbies
• Improved health8
HOW TO MAINTAIN GOOD WORK-LIFE BALANCE?
Balancing the demands of a busy lifestyle is not an easy thing to do, but is best managed
by regularly reviewing and assessing your priorities.
Below are a few ideas to help you strike a good work-life balance:
• Set goals around what you value highly

• Manage your time effectively
• Create a boundary between balancing work and personal time
• Build resilience and have a positive attitude
• Avoid stress, mental exhaustion and burnout
• Maintain a healthy lifestyle
• Enlist a good support system
• Enjoy your work
8https://www.qld.gov.au/health/mental-health/balance/lifestyle/index.html
WHAT IS STRESS?
Everyone experiences stress at some stage in their life. It is a way for us to know that
something in our life is causing us concern and is affecting how we are thinking and
feeling.
Stress is not always bad. In small doses, it can help you perform under pressure and
motivate you to do your best, but when you are constantly running in emergency mode,
your mind and body pay the price.
SIGNS AND SYMPTOMS OF STRESS
• Mental
o Trouble thinking clearly
o Memory problems
o Can’t concentrate
o Low attention span
o Poor judgement
o Anxious or racing thoughts
o Constant worrying
• Emotional
o Moodiness
o Easily upset or hurt
o Irritability or short temper
o Agitation, unable to relax or keep still
o Feeling overwhelmed
o Sense of loneliness and isolation
o Depression or general unhappiness
• Physical
o Tightness in muscles
o Aches and pains
o Headaches, trembling, sweating
o Nausea, dizziness
o Chest pain, rapid heartbeat

o Loss of appetite
o Lack of sleep, dreams, nightmares
• Behavioural
o Eating more or less
o Sleeping too much or too little
o Isolating yourself from others
o Procrastinating or neglecting responsibilities
o Using alcohol, cigarettes, or drugs to relax
o Nervous habits (e.g. nail biting, pacing)
These signs and symptoms of stress can also be caused by other psychological and
medical problems. If you experience any of these, it is important to see your doctor - as
they can help you determine whether or not your symptoms are stress-related.
CAUSES OF STRESS
The situations and pressures that cause stress are known as stressors. There are 2 types
of stressors:
• External (where outside forces act on us)

• Internal (self-generated, we have some control over it)
External causes of stress:
• Major life changes

• Work
• Relationship difficulties
• Financial problems
• Being too busy
• Children and family
Internal causes of stress (self-generated):
• Inability to accept uncertainty

• Doubt

• Negative self-talk
• Unrealistic expectations
• Perfectionism
• Lack of assertiveness
STAGES OF STRESS
There are 4 stages of stress that you may go through:
• In the first stage, you may find yourself overworked and reluctant to take time off work to
recharge and re-energise
• In the second stage, you may find yourself unduly tired, irritable and feeling like you are
under achieving. You may also be skipping meals and generally not taking the best care of
yourself or your relationships
• In the third stage, you may feel resentful or guilty, you do not get as much enjoyment out of
spending time with family and friends, and you may not be enjoying work at all
• Finally, you may withdraw completely, succumb to illness, feel like you have failed in some
way, and you may even break down both emotionally and physically
If you don’t address the causes, stress can lead to mental health problems, including family
and work problems, and the presence of physical illness or health concerns. In turn, these
health problems can lead to medical complications; especially of concern is the possibility
of suffering heart disease, which is a leading cause of death and disability in Australia.
If you work with a colleague who is displaying any of these symptoms, be willing to offer
genuine support and concern. Try to listen to them without jumping in with a solution.
Sometimes, the stressed individual needs to get concerns off their chest and once achieved,
can often see the solutions firsthand. It is important to keep the person focusing on today,
to live one day at a time and emphasise that a better day today will make tomorrow easier
to handle. Take life in bite-sized chunks and keep the positives ahead of the negatives.9
LEARNING TO MANAGE STRESS
Managing stress is simply the act of efficient coping with the outcome being a balance
between all aspects of your life. By managing this you will manage stress in a much
more efficient manner.
Some strategies that can help you include:
9http://www.watlfoundation.org.au/pdf/HealthWellbeing_Factsheet_Stress.aspx
Your body:
• Know the things that trigger stress in you

• Recognise early warning signs and act on them
• Practise relaxation techniques
• Eat a well-balanced, healthy diet
• Exercise for at least 30 minutes a day
• Get around 8 hours of sleep a night
Your thinking:
• Don’t concern yourself with things you can’t control

• Deal with the things you can control
• Set small, achievable goals
• Apply problem-solving techniques in times of stress
• Choose to have a positive attitude
• Compete against yourself, not those around you
• Aim for your personal best
Your behaviours:
• Plan your load to ensure you have enough time to get tasks done
• Use 'to do' lists and set priorities
• Be open and honest with people
• Seek support when you are feeling stressed
• Create a balanced lifestyle for yourself
• Allow time for recreation and relaxation
• Reward yourself when you reach your goals
• Limit your intake of alcohol, caffeine and other drugs10
10https://www.qld.gov.au/health/mental-health/balance/lifestyle/index.html
LEARNING HOW TO RELAX
You can’t completely eliminate stress from your life, but you can control how much it
affects you. Relaxation techniques such as yoga, meditation, and deep breathing activate
the body’s relaxation response, a state of restfulness that is the opposite of the stress
response. When practiced regularly, these activities lead to a reduction in your everyday
stress levels and a boost in your feelings of joy and serenity. They also increase your
ability to stay calm and collected under pressure.
Everybody has the power to reduce the impact of stress as it’s happening in that
moment. With practice, you can learn to spot stressors and stay in control when the
pressure builds. Stress reduction techniques give you a powerful tool for staying clear-
headed and in control in the middle of stressful situations. They give you the confidence
to face challenges, knowing that you have the ability to rapidly bring yourself back into
balance.11
11http://sparshwellness.blogspot.com/
TOPIC 3 - DEVELOP AND MAINTAIN
PROFESSIONAL COMPETENCE
ASSESS PERSONAL KNOWLEDGE AND SKILLS AGAINST

COMPETENCY STANDARDS TO DETERMINE DEVELOPMENT
NEEDS, PRIORITIES AND PLANS
Developing your skills and knowledge for the area you work in is not only valuable to
the organisation you are working for it’s also a great way of improving your job
satisfaction. When you feel confident about your job and your abilities you will enjoy
your work a lot more.
Knowing your job well also means that you can make some decisions about where you
want to be in the future. Once you’ve reached the highest level in your area, you might
like to advance to a higher position or expand your skills and knowledge in a different
direction. Listening to feedback at performance reviews helps you to discover your
strengths and weaknesses and enables you to make those clear decisions.
Concentrating on what you are good at and being able to enhance skills which are
needed but not your strength means that increase your value to the company and make
yourself more employable in other organisations as well.
It is one thing to think about improving your skills and knowledge, but to make these
thoughts a reality means that you need to take responsibility for your own learning and
personal skill development. This is not as hard as you might think. Many organisations
offer training and professional development workshops which create opportunities for
staff to develop and expand their skills. No matter what is offered to you or is available
privately if you choose to study for your own interests or future career, it’s up to you to
take advantage of them so that you can achieve the career goals you set for yourself.
Your supervisor, manager or HR (Human Resources) department will have information

available regarding traineeships, further study, professional development workshops,
product information days, First Aid training, Fire Warden training and Union
Representative training to name just a few of the opportunities to gain knowledge for
you and allow you to contribute to your area and ultimately to the organisation’s
success.
You may have been assigned a ‘buddy’ or a ‘coach’ in your induction phase with the
company to observe you working and provide feedback and facilitate problem-solving

to enhance your performance or correct any lack of knowledge. Coaching supports an
employee as he/she learns new tasks either through on-the-job training or when
introducing new procedures or technologies.
Once you are familiar with your role you may be able to access a mentor in the
workplace to help you move forward in your career. Mentoring can be a formal or
informal relationship between senior and junior employees for the purpose of
supporting learning and development. The mentor provides ongoing support, advice,
and career direction to an employee. A mentor holds a higher position and is usually
outside the employee’s chain of supervision. Mentoring is used to continue the
development of talented and skilled staff members and often to groom or prepare
individuals who show high potential for management or leadership responsibilities.
They may also be available to assist you to retrain and prepare you for a new job or
function.
An individual training plan may be drawn up at your performance review and in

addition, you may be asked to take part in special projects or be co-opted to work in
another area of the organisation to broaden your skills and allow a greater appreciation
of your part in it. Special projects or assignments are often used to:
• Enhance an employee’s knowledge or skills in a particular area

• Complete tasks or assignments when a mix of people with expertise in
different areas is needed
• Prepare an employee for career advancement or develop specific knowledge
or skills
• Broaden an employee’s knowledge of other functions and departments in the
organization
• Motivate and challenge an employee who has been on a job for a long time.
• Two of the most common types of special assignments are shadowing and
rotational assignments
• A shadowing assignment is an assignment during which you observe another
person in his/her daily routine for a period of time. These assignments give
you a sense of the duties and responsibilities of the job and how the person
handles the work and situations that arise
• A rotational assignment is a detail or transfer to another position or work
unit to broaden your knowledge of different operations and working
environments
Most importantly, taking advantage of any training and mentoring adds skills and
experience to your resume, hopefully safeguarding your tenure with the organisation
and assuring the advancement of your career.

SEEK FEEDBACK FROM EMPLOYEES, CLIENTS AND COLLEAGUES
AND USE THIS FEEDBACK TO IDENTIFY AND DEVELOP WAYS TO
IMPROVE COMPETENCE
Many people dread performance review meetings thinking that their boss is going to tell
you what he really thinks of you, and we nearly always assume it’s not going to be
praise! Others see it as a thankless task that the HR department requires before they'll
sign off on yearly raises. Or could it be an exercise in cutting and pasting comments from
a bunch of old reviews to make some "new" ones.
How people perform is critical to an organisation's success, yet we often fail to monitor
their progress on a regular basis. Imagine what would happen if you only occasionally
looked at your bank balance, and just assumed that funds would be there when you
needed them; or if you trusted that your machines would keep working, without any
routine maintenance.
Seeking feedback from your colleagues and clients gives you a regular opportunity to
find out how you can perform better individually, eliminate problems that you might not
otherwise have been told about and further your own career goals by being able to
improve your performance and exceed expectations of your supervisors.
Managers and supervisors conduct regular performance appraisals to ensure you are
meeting your KPI’s, and sometimes teams are appraised as well. Using the same
approach you can invite constructive feedback from those around you as well as clients
or customers to monitor yourself and your team. Conducting regular performance
appraisals helps you:
• Detect and eliminate barriers to effective performance

• Pick up dissatisfactions that would otherwise lead people to leave
• Focus people's efforts in the right direction
• Motivate people to work towards important goals
• Help them develop skills and competencies necessary to achieve future
objectives
• Celebrate their successes

WHY IS FEEDBACK IMPORTANT
It is important that your work performance is monitored and that you receive feedback
which is constructive and encourages you to strive for improvement.
Types of feedback can be:
• Positive feedback – indicates that tasks were carried out well. It

acknowledges personal efforts and the good cooperation among team
members. It encourages all members to continue to strive for excellence.
• Negative Feedback – Informs team members that tasks were not completed
well. It analyses the reason for the problems encountered and proposed
ideas for improvement.
• Constructive feedback – encourages and acknowledges good job
performance. It also suggests areas for improvement and strategies for
achieving this improvement.
Hardly anyone likes asking for comments on their work, but the process is critical to
career development and good results.
It is important to accept feedback from others so that you can learn and improve from
your mistakes, this way in the future you can do a much better job. Getting feedback
from your manager will also help see ourselves from the perspective of others, to see
ourselves as other see us. We can learn a great deal from feedback. You should
encourage your manager to give you feedback so that you know what tasks you are
doing really well and what task you are not so great at doing.
ACCEPTING NEGATIVE FEEDBACK
What is negative feedback? It’s a little like letting the genie out of the bottle and then
finding you can’t put it back. However, accepting negative feedback gracefully and
gratefully is a skill of great leadership. Remember, though, other people may not know
how to give negative feedback diplomatically, like you have. So take a deep breath and
swallow your pride.

You may find these guidelines useful when receiving negative feedback.
• Listen without interruption – you may learn something of real value

• If you hear something you don’t agree with, simply say, “That’s interesting!”
and discuss it at the end
• Ask questions to clarify what exactly went wrong; what you did or didn’t do
• Acknowledge what is true, but don’t necessarily change your position – you
may have good reason for your action, ask for time to think and then get back
to the person
Can feedback really help to improve working relationships and productivity?

Remember, feedback doesn’t always have to be negative. Start by looking for occasions
when you can get positive feedback and remember to plan carefully for the occasions
when you have to get negative feedback – and make the negative more constructive. Try
some of the ideas above and see what happens.
WHO GIVES FEEDBACK?
There are many different people in your organisations that you can get feedback from,
and those feedback can be positive and negative, it is how you choose to accept and
learn from them that is important.
Feedback may be given by:
• Your supervisor or manager

• Other management staff
• Employees
• Team leader
• Team member
• Clients and/or customers
• YOU of course

METHODS OF FEEDBACK
Feedback on performance may be formal or informal.
• Formal performance appraisals generally occur on a regular basis. The first

appraisal usually takes place three months after an employee starts a job then
every six or twelve months thereafter. These appraisals allow for a formal
method of feedback which can lead to modification of a job description,
further training and re-evaluation of performance.
• Feedback from supervisor and colleagues. This is mainly in the form of
informal comments on a job well done or suggestions of how to complete a
task
• Feedback from customers giving positive comment and praise for good
customer service
• Personal reflection. This involves thinking about what you have done and
how you can improve on it next time
• Routine organisational methods for monitoring service. These include
customer's complaints or satisfaction form, and surveys that are completed at
the end of a task or a job for a customer12
Feedback is valuable to a workplace as it can:
• Improve business relationships

• Identify and overcome existing problems
• Eliminate entrenched work practices
• Improve productivity
• Enhance output quality
• Contribute to the future development of the workplace
When feedback is given it is best to use the following acronym S.W.O,
12http://hsc.csu.edu.au/business_services/services_120/work/4118/feedback.htm
• Strength – Praising on the good work completed
• Weakness – Letting them know where improvement is needed
• Options – Discussing the options on how to improve in the set areas
Feedback is essential for people to know how they are progressing, and also, evaluation
is crucial to the worker's confidence too. A successful conclusion to your annual
performance review should help you and your supervisor or manager understand the
following:
• What has been done?

• What is left to do?
• What is the quality of my team’s objectives?
• How well aligned are the people in my team?
• How are they progressing on achieving their goals/objectives?
• Where do I need to focus to drive better outcomes?
Once these questions have been answered, and taking on board any comments which
may have been conveyed informally as well, you and your supervisor should have all the
information you both need to come up with any training or mentoring you need to
enhance your skills before the next review period. This timeframe is called a rating
period – covering the time between one performance review and the next.
It is important to understand the difference between formal and informal feedback.

Both are valuable and relevant. Firstly, the easiest to take on board and which usually
doesn’t present to staff as threatening in any way is the informal approach.
Informal feedback is concrete, practical suggestions given either immediately, during

(particularly if safety is a concern) or immediately following, an action or customer
interaction. For example, brief feedback might be given while you are practicing the
appropriate use of a platform ladder. They come in various sizes and can look
deceptively similar to a domestic ladder, however in the workplace you may be using it
on a slippery or uneven surface and reaching for material which is heavier than you
would attempt to handle at home. The feedback may be preceded with "Let me show
you an easier way to lock those casters” or "Let me give you some feedback on your
lifting technique".
Formal feedback can be given outside of performance reviews and can happen in cases
where an informal approach is not appropriate or suffice. When a set period of time,
usually five to 20 minutes or longer, is set aside for reflection and providing practical
suggestions following a particular workplace experience. For example, formal feedback
might be scheduled immediately after your team has participated in a safety drill in
order to assess whether the team performed efficiently and discuss any areas of the
exercise that may need improvement. At other times, it may be given after a particularly
difficult client encounter or when inappropriate behaviours or actions have been
observed in the workplace. Respect for privacy and appropriate timing of this form of
feedback is important as all aspects of the situation need to be determined before the
appropriate action is taken. Formal feedback is also the feedback that is provided
during weekly scheduled supervision sessions in which case, the period of time may be
from 30 minutes to one hour. These can simply take the form of a team meeting or a
one-on-one with your supervisor to touch base with any issues arising that you may not
have had the opportunity to discuss with them. It is also an opportunity to bring up any
sensitive issues that require intervention or solution from a higher level employee.
This form of feedback advocates the encouragement of staff self-evaluation, and should,
therefore, be interactive. Generally, you know that the feedback will be given, and so will
have had the opportunity to reflect on performance. For example your supervisor could
open the session with a question such as "How did that training session go for you?" and
then "What went well, and what might you have done differently/better?" Points you
make during self-evaluation can then be reinforced, and solutions and strategies for
improvement explored.
The final and most well-known type of feedback is the official Performance Review, also
known as an Appraisal. Traditionally the purpose of this formal process, sometimes but
not always held with a senior staff member who you may not know very well, is to gain
the kind of information management need to make decisions regarding their workforce:
• Promotion, separation, and transfer decisions

• Feedback to the employee regarding how the organisation viewed the
employee's performance
• Evaluations of relative contributions made by individuals and entire
departments in achieving higher level organisation goals
• Criteria for evaluating the effectiveness of selection and placement decisions,
including the relevance of the information used in the decisions within the
organisation
• Reward decisions, including merit, increases, promotions, and other rewards
• Ascertaining and diagnosing training and development decisions
• Criteria for evaluating the success of training and development decisions

• Information upon which work scheduling plans, budgeting, and human
resources planning can be used
Two major flaws in the traditional approach to performance appraisal exist. The flaws
are:
• Organisational performance appraisal is typically primarily concerned with

the past rather than being forward-looking through the use of setting
objectives or goals
• Performance appraisal is usually tied to the employees' salary review. Dealing
with salary generally overwhelms and blocks creative, meaningful, or
comprehensive consideration of performance goals
Developmental performance appraisals focus instead on relating to employees as

individuals. This uses the performance appraisal as a contributor to employee
motivation, development, and human resources planning. The development approach
contains all of the traditional overall organisational performance appraisal purposes
and the following additional purposes:
• Provides employees the opportunity to formally indicate the direction and

level of the employee's ambition
• Shows organisational interest in employee development, which helps the
enterprise retain ambitious, capable employees instead of losing the
employees to competitors
• Provides a structure for communications between employees and
management to help clarify expectations of the employee by management and
the employee
• Provides satisfaction and encouragement to the employee who has been
trying to perform well
The manager has the unenviable job of:
• Translating organisational goals into your job objective

• Communicating management's expectations regarding your performance
• Providing feedback to you about job performance in light of management's
objectives
• Coaching you on how to achieve job objectives/requirement or arranging for
this to take place via the training department or through a third party
• Diagnosing your strengths and weaknesses
• Determining what kind of development activities might help you better utilise
your skills to improve performance on the current job
This needs to be done for every staff member the manager is responsible for and
requires time, effort and tact to do it well. Hopefully, your organisation has previously
conducted a skills audit (which can be incorporated into your PD review), reviewed
your resume and consulted you about your work and personal goals. Once you and your
supervisor clearly understand the difference between what you need to know and what
you know right now you will discover the skills gaps and be able to determine how to
gain the knowledge or abilities that are required.
This typically consists of four inter-related steps as follows:
• Establish a common understanding between the manager (the person doing

the evaluating) and you (the person being evaluated) regarding work
expectations; mainly, the work to be accomplished and how that work is to be
evaluated
• Ongoing assessment of performance and the progress against work
expectation. Provisions should be made for the regular feedback of
information to clarify and modify the goals and expectations, to correct
unacceptable performance before it is too late, (via informal feedback and
more formal one-on-one meetings) and to reward superior performance with
proper praise and recognition
• Formal documentation of performance through the completion of a
performance and development appraisal form appropriate to your
organisation
• The formal performance and development appraisal discussion, based on the
completed appraisal form and ending in the construction of a Personal
Development Plan for you (also known as a Professional Development Plan)

Some organisations also conduct what is called 360 Degree Feedback, sometimes
referred to as multi-rater appraisals or multi-source feedback. It is a tool designed to
address the problem of being judged by only one person and trying to remove any
personal prejudices that may exist between the reviewer and you. By gaining feedback
from peers, reports, managers and even internal and external customers a person gets a
valuable insight into how others see them.in which your peers, that is people whom you
work with at the same employee level, reports, meaning anyone you supervise and
customers are all exposed to you in different ways. Feedback is no longer one
dimensional. This multi-dimensional approach often provides great insights into how
different groups see you. For example leaders really need to understand how their
reports see them, just as much as they need to understand how their own boss sees
them.
Now that you have completed your skills audit, had your performance review, given 360
degree feedback to your team and your supervisor and come up with a Personal
Development Plan for the next rating period - you are now ready to put everything
you’ve done so far into a format that is measurable and actionable to help you keep on
track as you progress along the work and training path you have both decided on for the
next rating period.

IDENTIFY, EVALUATE, SELECT AND USE DEVEL OPMENT
OPPORTUNITIES SUITABLE TO PERSONAL LEARNING STYLE/S
TO DEVELOP COMPETENC E AND IDENTIFY AND DEVELOP NEW
SKILLS TO ACHIEVE AND MAINTAIN A COMPETITIVE EDGE
Setting Goals
Goal setting is much more than simply saying you want something to happen. Unless
you clearly define exactly what you want and understand why you want it the first place,
your odds of success are considerably reduced. By following some simple rules, you can
set goals with confidence and enjoy the satisfaction that comes along with knowing you
achieved what you set out to do.
SMART
You have probably heard of SMART goals already. But do you always apply the rule?
The simple fact is that for goals to be powerful, they should be designed to be SMART.
There are many variations of what SMART stands for, but the essence is this – goals
should be:
• Specific.
• Measurable.
• Attainable.
• Relevant.
• Time Bound.
Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful
because they don't provide sufficient direction. Remember, you need goals to show you
the way. Make it as easy as you can to get where you want to go by defining precisely
where you want to end up.
Set Measurable Goals
Include precise amounts, dates, and so on in your goals so you can measure your degree
of success. If your goal is simply defined as "To reduce expenses" how will you know
when you have been successful? In one month's time if you have a 1 percent reduction
or in two years' time when you have a 10 percent reduction? Without a way to measure
your success you miss out on the celebration that comes with knowing you have actually
achieved something.
Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you have
no hope of achieving, you will only demoralize yourself and erode your confidence.
However, resist the urge to set goals that are too easy. Accomplishing a goal that you
didn't have to work hard for can be anticlimactic at best, and can also make you fear

setting future goals that carry a risk of non-achievement. By setting realistic yet
challenging goals, you hit the balance you need. These are the types of goals that require
you to "raise the bar" and they bring the greatest personal satisfaction.
Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By
keeping goals aligned with this, you'll develop the focus you need to get ahead and do
what you want. Set widely scattered and inconsistent goals, and you'll fritter your time –
and your life – away.
Set Time-Bound Goals
Your goals must have a deadline. Again, this means that you know when you can
celebrate success. When you are working on a deadline, your sense of urgency increases
and achievement will come that much quicker.
Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse
for forgetting about it. As you write, use the word "will" instead of "would like to" or
"might." For example, "I will reduce my operating expenses by 10 percent this year," not
"I would like to reduce my operating expenses by 10 percent this year." The first goal
statement has power and you can "see" yourself reducing expenses, the second lacks
passion and gives you an excuse if you get side-tracked.
Frame your goal statement positively. If you want to improve your retention rates say, "I
will hold on to all existing employees for the next quarter" rather than "I will reduce
employee turnover." The first one is motivating; the second one still has a get-out clause
"allowing" you to succeed even if some employees leave.
If you use a To-Do List , make yourself a To-Do List template that has your goals at the
top of it. If you use an Action Program , then your goals should be at the top of your
Project Catalogue.
Post your goals in visible places to remind yourself every day of what it is you intend to
do. Put them on your walls, desk, computer monitor, bathroom mirror or refrigerator as
a constant reminder.
Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the
outcome that you forget to plan all of the steps that are needed along the way. By
writing out the individual steps, and then crossing each one off as you complete it, you'll
realize that you are making progress towards your ultimate goal. This is especially
important if your goal is big and demanding, or long-term. Read our article on Action
Plans for more on how to do this.

Stick With It!
Remember, goal setting is an ongoing activity, not just a means to an end. Build in
reminders to keep yourself on track, and make regular time-slots available to review
your goals. Your end destination may remain quite similar over the long term, but the
action plan you set for yourself along the way can change significantly. Make sure the
relevance, value, and necessity remain high.
Learning
Good learning and information skills are essential for successful professionals in the
workplace. Early in your career you must study a huge volume of information, simply to
become effective. As you become increasingly successful, you'll need to process large
volumes of documents, data and reports, just to keep up-to-date in your field.
The main reason for all training is to learn something new or improve a skill. But what
determines how much you learn and how successful the training is? Often it's the effort
you put into it. We attend training programs for all sorts of reasons. Think about what
you want to gain from the program. Certainly you'll learn skills you need to do your job
better, but what other benefits are there? We might want to upgrade our skills, learn
new things, or take longer-term training to change careers.
You know how important it is to ensure that you and your team members are given
plenty of training and development opportunities. However, it's just as important to
focus on your own personal learning and development. To do this, it's essential to set
aside enough time which can be difficult as it is competing with family and social
obligations. However, when you make learning a priority, you increase your value to
your organisation. You become more marketable as a professional, and you're in a
better position when you apply for a challenging project, seek a promotion or apply for
another job.
Depending on your level of previous experience you may be assigned a mentor in the
first few weeks in the job. Feedback on how well you understand the job will be gained
in part in this mentoring process. Most organisations have regular staff appraisals
where you'll be given feedback in relation to how well you perform your tasks. This
feedback will come to you directly from external sources e.g. customers and internally
from your supervisors and colleagues and perhaps other departments within your
organisation. The precise methods employed to evaluate your performance and the
recording of that information are likely to be detailed in your organisation's policies and
procedures along with timeframes for these sessions. Most commonly they are yearly,
however in some areas, where KPI’s carry crucial safety factors they may occur more
often, quarterly or half yearly.
How you perform your tasks and the way you conduct yourself is in itself a means of
promoting your organisation. The impression you leave people with is the impression
they will take away with them about your organisation. Reviews help you to understand
your role in the organisation and how you fit into the bigger corporate picture.
Generally feedback for all staff is gained and given to allow you to make informed
choices about your career, now and in the future.
WHAT SKILLS SHOULD I BE CHOOSING FOR MY PERSONAL DEVELOPMENT?
Once you have researched all the training providers and had your questions answered
you can begin to sort through the list and decide on a couple that suits your
requirements.
There are several simple steps to this activity.
• Start with the training that does not suit your requirements or
family/personal commitments. Put these aside as for now they will not be
included
• Then choose the ones that fully meet your requirements for training and for
your personal/family commitments. Hopefully, you have a couple of these or
at least some that meet most of your criteria
• Then sort out the rest. Some will be 50/50 on meeting your requirements
now, but they may meet them at a later date
Don't dispose of any of your research as what does not suit you now may work well for
you in the future. For example you may need public transport to get you there now, but
you may be able to drive at a later date when you have a car or a license. You also may
need to be home for children now but in the future you may have someone who can do
some child minding for you, or the children may start school. Never give up because of
obstacles.
.
WHY SHOULD YOU CREATE A PERSONAL DEVELOPMENT PLAN?

Personal development planning means creating opportunities to think through, in a
structured way, questions such as:
• What do I really want to achieve from life?

• What kind of person do I want to be?
• Am I clear about my personal goals and ambitions?
• Am I making the right decisions to get me where I really want to be?
• Am I in charge of my life and my studies - or am I just hoping it all will work
out somehow?
What are the benefits of a Personal development plan to your working life?
• It gives you clearer ideas about the kind of life and work you want
• It gives you greater confidence in the choices you make
• It gives you greater confidence in the skills, qualities and attributes you bring
to the career of your choice
• It will place you in a better position to compete for jobs
• You will be better able to discuss your skills, personal qualities and
competencies with employers
• You will be better at problem-solving and planning skills
• It will help you develop the positive attitudes and approaches associated with
a successful professional life
Many employers now expect employees to understand their own performance - and to
know how to adapt to meet times of increased workload, stressful situations or
conditions of change.
Employees are often expected to show personal commitment to their own professional
development, actively seeking out information, training and events that will keep their
skills and knowledge up-to-date. Knowing how to learn, and how you learn best, will be
invaluable in the workplace.
WHY SHOULD I RECORD MY STRENGTHS AND WEAKNESSES?

Most of us would like to recognise our strengths but how many like identifying our
weaknesses? If we can recognise our weaknesses, we are able to do something about
turning that weakness into strength.
Although you may find this a little confronting and/or challenging to begin with it is
actually a really important step in the process.
Look at the table below and in the space below and begin to identify some of your
strengths and weaknesses. Be honest about it, because if you are not you may make the
wrong choice for yourself.
What is my current state?

What are my strengths? Strengths
1. Communicate well with others

2. Positive thinking
Weaknesses
What are my weaknesses?
1. Lack confidence. Always stuck in comfort
zone
2. Lose temper easily
Feedbacks
What are the common feedbacks (positive &
negative) that I received from others? 1. Not assertive enough
2. Lack initiative. Too much planning but no
action
Focus area priorities

Conclusion
1. Develop more self-confidence & courage
2. Learn to be assertive
3. Control my temper & not get worked up so
easily
Strengths?
1.
2.
3.
4.
5.
Weaknesses?
1.

2.
3.
4.
5.
Once you have completed your own strengths and weaknesses table, you will be in the
position to then list the current skills you already have. The strengths you have listed
will be some of the current skills you have, however; as far as skills are concerned for
this step you will be able to add many more. Some of the skills you could write down
could be:
• Good with money

• Excellent communication skills
• Love working with people
• Good at working in a team environment
• Good at working independently
• Excellent personal presentation
• Punctual
• And the list goes on
Then you can do the same for knowledge. You may have been working in the tuck shop
in your child’s school. This is all experience for your career. You would have probably
completed a food handler’s certificate, handled money and many other duties that have
given you knowledge and skills in an area without you even realising it. There are many
ways we gather knowledge in our lives, both formal and informal, and you need to
consider these when completing this task.
HOW DO I KNOW WHAT THE REQUIRED SKILLS ARE?
The next step is to record all the skills and knowledge required to do the job you would
like to do.
Previously you have gathered information about the jobs you would like to do and the
training required to do it. You have also recorded your current skills and knowledge.
Now is the time to record all this in a plan for your career. From the information, you
gathered previously outline all the skills and knowledge you need for the job role you
have chosen. Then work your way across the table completing each section as you go for
each required skill.
Required Skills and knowledge
Skill required Skill Current Required Update Meets

possessed level level required criteria
required
Communication Yes Excellent Excellent No Yes
Product Yes Good Excellent Yes No

knowledge
As you can see, documenting the required skills and knowledge will allow you to look
clearly at whether you actually meet the requirements or whether you will need to
update or up-skill in the near future.
LEARNING STYLES
There are three basic types of learning styles and often people will use different learning
styles for different tasks.
Auditory learner - Understand information best when you hear it

• Listening
• Talking
• Group discussion
• Audio based instruction
• Music
Visual learner - Understand information best when you see it

• Pictures and images

• Diagrams, maps and charts
• Whiteboard
• Powerpoint presentations
• Videos/films
Kinaesthetic learner - Understand information best by 'doing' or feeling

• Making and creating
• 'Hands-on' activities
• Movement and dance
• Uses the whole body
WHAT’S YOUR PREFERRED LEARNING STYLE?
For each statement below, give yourself points according to the following scale:
5 = Often true
3 = Sometimes true (about half the time)
1 = Seldom or almost never true
Section I. Visual Learning Style
_____ Follow written directions better than oral directions.
_____ Like to write things down or take notes for visual review.
_____ Am skillful and enjoy developing and making graphs and charts.
_____ Can understand and follow directions on maps.
_____ Can better understand a news story by reading it than by listening to it on the
radio.
_____ Feel the best way to remember is to picture it in your head.
_____ Grip objects in your hands during learning periods.
_____ Obtain information on an interesting subject by reading related materials.
Section II. Auditory Learning Style

_____ Can remember more about a subject through listening than reading.
_____ Require explanations of graphs, diagrams, or visual directions.
_____ Can tell if sounds match when presented with pairs of sounds.
_____ Do better at academic subjects by listening to tapes and lectures.
_____ Learn to spell better by repeating the letters out loud than by writing the word on
paper.
_____ Would rather listen to a good lecture or speech than read about the same material
in a book.
_____ Prefer listening to the news on the radio than reading about it in the newspaper.
_____ Follow oral directions better than written ones.
Section III. Kinesthetic Learning Style
_____ Bear down extremely hard when writing.
_____ Enjoy working with tools or working on models.
_____ Remember best by writing things down several times.
_____ Play with coins or keys in pockets.
_____ Chew gum, snack or smoke during study time.
_____ Do a lot of gesturing, am well coordinated.
_____ Am good at working and solving jigsaw puzzles and mazes.
_____ Feel very comfortable touching others, hugging, handshaking, etc.13
Scoring: Add up your score for each section above. The highest total indicates your
preferred method of learning while the lowest score indicates your least preferred.
Section I. Visual Learning Style

_____ Total number of points
Section II. Auditory Learning Style

13http://www.bluegrass.kctcs.edu/~/media/Bluegrass/Study_Skills/documents/learning...
Section III. Kinesthetic Learning Style
Knowing and understanding your learning style will better assist you when it comes
time to continue or update your knowledge. Remember; not everyone learns in the same
way so understand how you learn best will help you to choose the right type of
education or information for you.
PARTICIPATE IN NETWORKS TO ENHANCE PERSONAL

KNOWLEDGE, SKILLS AND WORK RELATIONSHIPS
Networking is the process of intentionally meeting people, making contacts and forming
relationships in hopes of gaining access to such business-related benefits as career
advice, job leads, business referrals, useful information and ideas and support.
Networking is a full-time job no matter your career or business. You want to have a
professional business network established long before you need a network.
You can become a magnet who attracts people and resources if you invest the time and energy
necessary to develop a strong network of contacts. Business networking requires a leap for many
professionals. Depending on your personality, meeting strangers and greeting people that you
hardly know can be stressful and even - scary.
Walking into a group of strangers, extending your hand and introducing yourself can be daunting
for many. Others love the experience of meeting new people and plunge into business networking
events with enthusiasm and skill. No matter where you fall on this continuum, you can improve
your networking skill and comfort. It’s worth it for your career and for the opportunity to give and
receive assistance.
Advantages of Business Networking

• Build a network of partners to keep an open eye and ear for new opportunities for you,
and vice versa, you for them
• Reach targeted individuals for your business or career in two ways: directly or
indirectly through your contacts
• Build visibility within your industry or profession by raising your profile
• Build visibility within your community to assist your organisation to develop a
reputation as an employer of choice
• Build a strong network with co-workers within your organisation to accomplish work
more successfully by utilising your network of mutually beneficial relationships
• Create a diverse network of people with whom you can share ideas and gain

information
• Aim for a diverse group of people from whom you can learn
• Develop an online network of colleagues with whom you can share all of the
advantages cited in the advantages
The Secret to Successful Business Networking
Successful business networking is about what you can do for them. You need to trust that what
goes around comes around. It never fails, even if it takes a while to show.
Networking can be scary and difficult, especially when you need help with something such as a job
search or clients, but emphasise instead, what you have to give and share, and networking becomes
a win-win. If you've ever spent time networking or watching the networking pros at a professional
event, you have networking tips to share. Since networking seems universally disliked by many,
your networking tips will help.
Follow through
It is very easy to have attended a great networking event at which you made some potentially
exciting contacts but then fail to follow through. For example, you might have promised to put your
new contact in touch with a TV engineer or send them a copy of an article you had mentioned. The
secret is simple, follow through with a promise ASAP. If you don't deliver at this early stage of a
relationship, the trust you are trying to build is being thwarted from the start. And if you didn't
make a promise, just dropping them a line to say how much you enjoyed meeting them is a nice
gesture (as long as it is sincere!).
Remember Who You Met

You can meet so many people at a good business event that I now take the time to jot some
information about what we talked about on each business card as I receive it. You won't remember
if you wait until the end. I write just enough to remember what we talked about and if I promised
to share something.14
14http://humanresources.about.com/u/ua/careernetworking/networking_tips.htm
SUMMARY
Now that you have completed this unit, you should have the ability to manage personal
work priorities and professional development.
If you have any questions about this resource, please ask your trainer. They will be only
too happy to assist you when required.

REFERENCES
http://www.insidebusiness360.com/index.php/acting-as-a-role-model-to-employees-
16323/
http://www.umich.edu/~itdtq/2.6.work.plan.proc.html
http://www.mindtools.com/pages/article/initiative.htm
https://www.qld.gov.au/health/mental-health/balance/lifestyle/index.html
http://humanresources.about.com/u/ua/careernetworking/networking_tips.htm


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BSBWOR501

Manage personal work priorities and

Spencer College & Spencer Technical College 3

Spencer College & Spencer Technical College 4

It applies to individuals working in managerial positions who have excellent

No licensing, legislative, regulatory or certification requirements apply to this unit at the

ABOUT THIS RESOURCE

Throughout your training we are committed to your learning by providing a training

You are going to be assessed for:

Your assessment may be conducted through a combination of the following methods:

Spencer College & Spencer Technical College 6

Spencer College & Spencer Technical College 7

1.2 Ensure personal work goals, plans and activities reflect

1.3 Measure and maintain personal performance in

2.2 Use technology efficiently and effectively to manage

2.3 Maintain appropriate work-life balance, and ensure

3.2 Seek feedback from employees, clients and colleagues

3.3 Identify, evaluate, select and use development

3.4 Participate in networks to enhance personal

3.5 Identify and develop new skills to achieve and

Spencer College & Spencer Technical College 8

• Explain principles and techniques involved in the management and

Evidence of the ability to:

• Workplace equipment and resources

Assessors must satisfy NVR/AQTF assessor requirements.

There are no pre-requisites for this unit.

Spencer College & Spencer Technical College 10

SERVE AS A POSITIVE ROLE MODEL IN THE WORKPLACE

Some characteristics of positive role models may include:

• Professional experience and credibility

Spencer College & Spencer Technical College 11

FOLLOW COMPANY POLICIES

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SHOW GOOD LEADERSHIP

BE TIDY AND ORGANISED

• Following the company policy

You will be a positive role model for others.2

THE WORK PLANNING PROCESS

WHAT IS WORK PLANNING?

Work planning is an approach to accomplishing work in an organisation. It assumes that

In order to function effectively, it is essential for all staff in an organisation to clearly

The fundamental steps of effective continuous improvement processes come from W.

From that point, the cycle involves:

• Planning the change

Spencer College & Spencer Technical College 15

Once an annual ritual, performance appraisal has become a continuous process by

Performance measurement uses the below indicators of performance, as well as

• Quantity: The number of units produced, processed or sold is a good objective

REVIEWING PERSONAL PROGRESS AND PERFORMANCE

The "appropriate personnel" will vary depending on the self-development being

• Internal and external teachers and lecturers

Spencer College & Spencer Technical College 18

TAKE INITIATIVE TO PRIORITISE AND FACILITATE COMPETING

When you show initiative, you:

• Do things without being told

Working efficiently is important for any business therefore, a well-structured,

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Summary of basic level technology to assist in managing work priorities:

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