BSBWOR501 Assessment Event 2 – Simulation: My Study Unlimited

Treatment Preference Among Suicidal and Self-injuring women with borderline Personality Disorder and PTSD Essay Paper
August 16, 2019
Brisbane
August 16, 2019

Assessment Information
Welcome to your Student Assessment Workbook for BSBWOR501Manage Personal Work Priorities and Professional Development.
This Workbook is where you will write all your responses for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following twoevents:
Assessment Event 1 – Knowledge Questions:
There are six questions that will provide us with evidence of your general knowledge of tools and techniques for prioritising your work and undertaking professional development.

Assessment Event 2 – Simulation: My Study Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with your planning and implementation of a work plan and professional development with a unit from your course of study.
To complete the Simulation, you will need to refer to the following resources:
Work Plan Template This is an Excel template to be used in Task 2.1 to produce a work plan.

College Student Plan This plan provides information on how the College is intending to support students and is used in Task 1.2

Competing Demands Prioritisation Template You will use this templatewhen prioritising between competing tasks in Task 2.3
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below an example of a dot point response and a full sentenceresponse.
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 are a number of 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 in.
To Achieve Competence
To be deemed competent for this unit, you will need to meet the following requirements:
• complete all the questions and tasks listed in the Student Assessment Workbook
• meet all the requirements listed in this Student Assessment Guide
• your responses to the questions and tasks must be relevant, accurate and specific
• submit your completed Student Assessment Workbook to your Assessor within the set timeframes
• your work must be in your own words
• where you use an external source of information, you must provide citation.

Pre-assessment Checklist
Your assessor will go through the assessment for this unit,BSBWOR501Manage Personal Work Priorities and Professional Development. It is important that you understand this assessment before taking on the questions and tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Pre – assessment Checklist Comments
Y• • N I, the student, understand the purpose of the assessment.
Y• • N I understandwhen and where the assessment will occur, who will assess and in what format the assessment will be submitted.
Y• • N I understand the methods of assessment.
Y• • N I understand what resources are required to complete this assessment.
Y• • N I understand the performance level required for each assessment event.
Y• • N I understand that it must be my own work. I have been explained and understand the serious consequences in case this work is found plagiarised.
Y• • N I understand the process if I am deemed not yet competent.
Y• • N I understand the feedback process and the appeals process.
Y• • N The assessor has discussed with me if I have any special needs and if so what arrangements have been made.

Student Full Name Student ID Student Signature Date

Assessment Event 1 – KnowledgeQuestions
The information contained in this section lists the questions that you will need to develop a written response.These questions are theoretical and provide evidence of your understanding of work prioritisation techniques and professional development methods.
Note you must answer these questions in your own words. Remember, you must get a satisfactory result with each question to be deemed satisfactory for the whole of Assessment Event 1.
Question 1
Describemethods that could be used for achieving a healthy work-life balance.
Insert your response here:

Question 2
Describe types of work strategies that can improve individual performance.
Insert your response here:

Question 3
Using the table below, describe the principles and techniques for each of the listed work planning principles:
Insert your response in the table:
Explain the following principles: Explain the techniques:
Personal goal setting:
Performance measurement:
Time management:
Personal development plan:

Question 4
Explain a learning styles model and how it relates to behaviour.
Insert your response here:

Question 5
Explain management development opportunities that an individual could undertake.
Insert your response here:

Question 6
In the table below, explain the concepts and techniques with self-awareness and personality trait identification.
Insert your response into the table:

Concept of personality trait identification Techniques

Concept of self-awareness Techniques

Assessment Event 2: My Study Unlimited Simulation
In this assessment, you will undertake a number of tasks associated with prioritising your work and then developing a professional development plan as Student.
Task 1: Establish personal work goals
In this task,you will demonstrate your skills in developing and implementing a work plan covering a period of one week, for the achievement of a current unit of competency (excluding BSBWOR501) within the qualification that you are enrolled.
1.1Establish work goal
Insert your response here:

1.2Ensure work goal aligns to the College plans and student responsibilities and accountabilities
Insert your response here:

Task 2: Set and meet own work priorities
In this task,you will develop a detailed work plan to achieve your goals, plans and activities identified in task 1. This will involve using technology to prioritise tasks, monitor results and make contingencies to achieve goals.

2.1 Develop a Work Plan
Insert your responses into the Work Plan Template which is a separate document provided to you by your Assessor.
2.2Implement Work Plan and measure personal performance
Insert your responses into the Work Plan Template which is a separate document provided to you by your Assessor.
2.3 Prioritise competing demands
Insert your responses into the Competing Demands Prioritisation Template which is a separate document provided to you by your Assessor.
2.4 Monitor and implement contingencies in the Work Plan
Insert your responses into the Work Plan Template which is a separate document provided to you by your Assessor.
2.5 Maintain appropriate work-life balance
Write your response here:

2.6 Ensure stress is effectively managed
Write your response here:

2.7 Ensure health is managed
Write your response here:

Task 3: Develop and maintain professional competence
In this task,youwill demonstrate your skills to plan and implement strategies to develop your professional competence for the unit that you selected in Task 2. This will also include delivering a session where you will seek feedback from key stakeholder(s) on your current performance.
3.1Assess personal knowledge and skill against competency standards to identify development needs
Write your response here:

3.2 Seek feedback from stakeholders on your knowledge and skill
Upon the receipt of the feedback from your two stakeholder(s)s, make the necessary adjustments to your self-assessment:

3.3 Use self-assessment and stakeholder(s) feedback to plan competence development
Write your response here:

3.4 Implement your Personal Development Plan
Write your response here and attach the evidence from the stakeholder(s)s:

For Assessor Use Only

Appendix B: Observation Check Sheet for the Observation
The criteria below are the actions that the student must demonstrate in their Observation. Assessors, tick ‘S’ if the student demonstrates a particular performance requirement to a satisfactory level and ‘NYS’ if the student does not meet these performance requirements. Also, you are required to write comments on the quality of this evidence under the ‘Comments’ column. For the student’s overall performance in this task, tick ‘Satisfactory’ if the student satisfies all the criteria in the Observation Check Sheet and ‘Not-Yet-Satisfactory’ if they do not.
It is important that you keep accurate records of the student’s work. In particular, you must keep the original of the completed Observation Check Sheet and give a copy to the student to attach to the ‘Student Assessment Workbook’. This is essential as some students may lose the completed Observation Check Sheet, which means there will be no records of this assessment evidence.
Performance requirements: S NYS Comments
1. Introduction
• welcomes stakeholders appropriately:
­ introduces each stakeholder
­ friendly
­ appropriate body language
• stated objectives of session
­ specific
­ relevant to situation
­ achievable
­ timeframed
• explains format of session:
­ outcomes required
­ the method of exchanging ideas, views
­ durations
­ explanations are clear and concise
• seeks agreement from both parties of the ground rules of session:
­ one person speaking only
­ no interruptions
­ no name calling
­ allowed equal ‘air time’
2. Body
• explained the need for information on current competence:
­ covers benefits of being strategic with professional planning
­ discusses previous experiences
­ discusses impact of previous approaches
• overviews the two units and their requirements:
­ summary of elements and performance criteria
­ summary of performance evidence
­ summary of knowledge evidence
• distributes handout with these requirements
• requests information on their views of the students’ competence
• records information
3. Conclusion
• summarises session in terms of outcomes achieved
• seeks any final feedback
• overviews next steps
4. Appropriate Communication Skills
• maintains eye contact, appropriate facial expressions, posture and gestures
• supports the verbal message with appropriate vocal pitch, tone and pace
• is sensitive to the cultural diversity of the two parties:
­ language avoids jargon
­ language is easy to understand
­ level of formality shows respect to both parties
­ content is non-sensitive
• stays calm and processed any emotions
• is sensitive to the personalities of stakeholders:
­ watches for non-verbal signs of both parties
­ seeks input if withdrawn, through direct open questioning
5. Appropriate Consultation skills:
• requests views and opinions of stakeholders by listening and questioning
• encourages stakeholders to raise their queries and responds adequately
• validates input and where appropriate incorporates into feedback
6. Trust
• session is 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
The student’s overall performance is  Satisfactory  Not-Yet-Satisfactory
Assessor Signature: Date:

For Assessor Use Only

Task Outcome Sheets
The Outcome Sheet below is the assessment questions and tasks for each of the assessment events that the student is required to complete. Assessors, tick ‘S’ if the student achieved a satisfactory outcome for an assessment task and ‘NYS’ if the student does not meet these requirements. Also, you are required to write comments on the quality of this evidence under the ‘Comments’ column. For your judgement on the student’s overall performance, tick ‘Satisfactory’ if the student achieves a satisfactory outcome for all of the tasks or ‘Not-Yet-Satisfactory’.
Assessment Event 1 – Knowledge Questions
Assessment Event 1 Knowledge Questions S NYS Comments
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
The student’s performance for Assessment Event 1 is Satisfactory Not-Yet-Satisfactory
Assessor Signature: Date:

Assessment Event 2 – Simulation
Assessment Event 2 S NYS Comments
Task 1:
Establish personal work goals Sub Task 1.1
Sub Task 1.2
Task 2:
Set and meet own work priorities Sub Task 2.1
Sub Task 2.2
Sub Task 2.3
Sub Task
2.4
Sub Task
2.5
Sub Task
2.6
Sub Task
2.7
Task 3:
Develop and maintain professional competence Sub Task 3.1
Sub Task 3.2
Sub Task
3.3
Sub Task
3.4
The student’s overall performance is Satisfactory Not-Yet-Satisfactory
Assessor Signature: Date:

The post BSBWOR501 Assessment Event 2 – Simulation: My Study Unlimited appeared first on Essaycola.

 
Looking for a Similar Assignment? Order now and Get 10% Discount! Use Coupon Code "Newclient"
1 Star2 Stars3 Stars4 Stars5 Stars (No Ratings Yet)
Loading...

Hi there! Click one of our representatives below and we will get back to you as soon as possible.

Chat with us on WhatsApp
%d bloggers like this: