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Unit
BSBPEF501 Manage Personal andProfessional Development
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Trainer/Assessor Muskan Aneja
Date Submitted February 20, 2022
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LEARNER’SGUIDE
BSB50120 Diploma of Business
BSBPEF501
Manage Personal and Professional
Development
Mode | Classroom Delivery

Copyright 2020 | Skillworks Australia| Skillworks (TM) is aregistered trademark | All rights
reserved.

BSB50120 | BSBPEF501 Manage Personal and Professional Development
Trainer’s Guide | V 1.0 | March 2021
Page 1 of 38
The Canberra Training School Pty Ltd t/a Canberra Business& Technology College Provider
Code: 40882 | CRICOS Code: 03465J
BSBPEF501 Manage Personal and Professional Development
Supporting: BSB50120 Diploma of Business; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2018 | 2021
Copyright:
Provided under license from Skillworks Australia Pty Ltd. All rights reserved.
This document and its contents are protected by Australian and International copyright laws. No part of this document may be reproduced or
transmitted in any form or by any means, electronically or mechanically, including photography, scanning, recording or any information storage or
retrieval system, without permission in writing from the copyright owner. Information and/or resources used from the Commonwealth,
government agencies, training.gov.au, public domain information, or any other external sources do not constitute copyright an d remain the
property of the original authors/agencies.
All the websites and external resources mentioned in this publication, including any information linked to or referred to public domain information,
are copyrighted to their respective owners. Web links are used as examples for reference purpose only and may have changed since publication of
this resource. Skillworks Australia Pty Ltd or the author do not claim endorse the views expressed by them.
Skillworks Australia Pty Ltd
i nfo@skillworks.com.au
ACN: 153 650 894

Page 2 of 38
Validation History
Date &
Place
Validation Team Summary Outcomes Action Responsibility
A complete validation report is filed and available for reference.
Version History
Date Version Changes in this Version
Implemented
on
Authority

Page 3 of 38
Table of Contents
1. Introduction................................................................................................................................................................. 4
2. Unit Overview.............................................................................................................................................................. 4
3. Competency Standards............................................................................................................................................... 5
AQF Descriptor........................................................................................................................................................... 5
4. Delivery Plan................................................................................................................................................................ 8
Delivery Arrangement................................................................................................................................................ 8
Delivery Conditions.................................................................................................................................................... 8
Lesson Topics and Plan .............................................................................................................................................. 8
Suggested Learner Resources.................................................................................................................................. 10
5. Assessment Plan........................................................................................................................................................ 17
Assessment Method................................................................................................................................................. 17
Submission of Work................................................................................................................................................. 18
6. Assessment Tasks...................................................................................................................................................... 20
Assessment Task 1.................................................................................................................................................... 20
Assessment Task 2.................................................................................................................................................... 25
Assessment Task 3.................................................................................................................................................... 28
Assessment Task 4.................................................................................................................................................... 31
7. Academic Policies and Processes............................................................................................................................. 36
Assignment Cover Sheet............................................................................................................................................... 38

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1. Introduction
Welcometo the learner’sguidefor thisunitof competency for thequalification BSB50120 DiplomaofBusiness.This
guideprovides youwithessential information oncompetency standards,deliveryplan andschedule,assessmentplan,
assessmenttasks andlearning resourcesfor this unitof competency.
The purposeof this learner’s guideis to:
 Provideyou with information ondelivery scheduleand plan of this unit
 Ensurethatyou understand howstudents will beassessed inthis unit
 Provideinformation on assessmentmethods,strategies,andevidencerequirements
 Provideinformation on learning activities and assessmenttasks
 Listresources which may assistinstudentlearning andassessmenttasks
2. Unit Overview
This unitdescribes theskills and knowledgerequired to implementsystems andprocess thatsupportthepersonal and
professional developmentof self and others.
The unitapplies to individuals working ina rangeof managerial positions whoareaccountableforthedevelopmentand
performanceof others.
Learning Outcomes
On successful completionof this unit,thelearner/traineewill beableto;
 Managework goal development
 Facilitateachievementof work priorities
 Develop and maintain professional competence
As well as demonstrating theperformancecriteria,to beassessed ascompetent,thelearner mustdemonstratetheir
ability to apply therequired knowledgeand skills in arangeof situations.Thesearesummarisedin theCompetency
Standards sectionbelow.
PrerequisiteRequirements
This unitdoes nothaveapre‐requisite.
Skill Recognition and Credit Transfer
Appropriatecredit(s) maybegranted to eligiblestudents againsteach unitof competency on presentation of evidence
of successful completion of thesameunitinan equivalentor higher qualification.Under theAustralianQualifications
Framework,this qualification recognises competencies achieved aspartof a NationallyRecognised Qualificationfrom
other institutes or universities.
Cluster/Term
BSBPEF501 Manage Personal and Professional
Development

Page 5 of 38
Students may also apply for Recognitionof PriorLearning (RPL) by providing evidencethatthey havetherequired skills
and knowledgein thespecificareasof competency through work/industry experienceand/or completed eligible
assessments in equivalentor higher qualification.
Pleaserefer to college’s RPL/CreditTransferPolicy formoreinformation andapplicableprocedures.Thepolicy is
availableeither throughthefaculty coordinatoror college’s website.
3. Competency Standards
This unitisderived fromtheBusiness Servicetraining packageBSB for thequalification BSB50120 Diplomaof Business.
Competency standardsfor thisunitaremadeup of unit descriptor(As provided in theUnitOverview),performance
criteria,required skills,required knowledge,embedded employability skills components,assessmentrequirements and
evidenceguide.
They can alsobeviewed at:
ViewUnit
Thelearners mustfamiliarisethemselves with all thecompetency requirements for this unitof competencyandensure
thatthey havereceived all therelevantinformation andsupportfromthetrainerandassessor thatmightbe
detrimental to their academicperformanceandoutcomes.
AQF Descriptor
TheDiploma qualifies individuals whoapply specialised knowledgeina rangeof contexts to undertakeadvanced skilled
or paraprofessional work andasa pathwayfor further learning.Graduates of a Diplomawill havespecialised a nd
integrated technical and theoretical knowledgewith depth withinoneor morefields of workandlearning.
Graduates atthis level will havea broad rangeof cognitive,technical andcommunicationskills to selectand apply
methods and technologies to:
 Analyseinformation to completea rangeof activities
 Interpretandtransmitsolutions to unpredictableand sometimes complex problems
 Transmitinformation and skills to others
Graduates atthis level will apply knowledgeandskills to demonstrateautonomy,judgementand defined responsibility
in contexts thataresubjectto changeandwithinbroadparameters to providespecialistadviceandfunctions.

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Performance Criteria
Thefollowing performancecriteriaspecify therequired level of performancefor each of theelements of competency:
Element Performance Criteria
1. Managework goal development
1.1 Documentteammember responsibilities and identify
organisational frameworkfor developmentof work goals
1.2 Supportothers to develop work goals,plans andactivities that
align with theirresponsibilities
1.3 Assess others’workgoals,plans and activities for alignmentwith
organisational goals andprovidefeedback to teammembers
1.4 Facilitateaccessto personal andprofessional development
opportunities thatalignto teammember goals,plans andactivities
2. Facilitateachievementof work
priorities
2.1 Assess and prioritisepersonal,teamandorganisational demands
2.2 Usetechnology to manageworkpriorities of theteam
2.3 Identify andimplementtechniques to manageteamhealth and
wellbeing in theworkplace
3. Develop and maintainprofessional
competence
3.1 Documentown developmentneeds,priorities and plans using
applicablecompetency standards,whererequired
3.2 Seek feedback fromrelevantpersonnel on own development
needs
3.3 Participatein personal and professional developmentactivities
thataddress identified needs,priorities and plans
Performance Evidence
Evidenceof theability to:
 Develop and implementa plan forown personal andprofessional development
 Managepersonal andprofessional developmentof atleasttwo other individuals.
In thecourseof theabove,thecandidatemust:
 Identify roles and responsibilities of teammembers
 Supporttwo differentindividuals to developwork goals thatalignwiththeirroleand responsibilities
 Facilitateteammember access to relevantpersonal and professional developmentactivities
 Usetechnology to organiseand prioritisetasks and commitments of ateamor work area
 Research and implementtechniques for maintaining health and wellbeing of selfand others
 Develop personal work goals,plans andactivities to meetwork goals
 Measurepersonalworkperformance,including assessingcompetency againstcompetency standards
 Participateinpersonaland professional developmentactivities to develop professional competence.
Knowledge Evidence
To completetheunitrequirements safely andeffectively,theindividual must:
 Roles andresponsibilities of teammembers
 Principles andtechniques involved in themanagementor organisationof:
o Performancemeasurement
o Personal behaviour,self‐awareness and personality traits identification
o Personal developmentplans
o Personal goal setting

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o Task prioritisation
 Common personal andprofessional developmentactivities relevantto theindustry
 Technology to plan and prioritisework tasks
 Techniques to managehealthandwellbeing in theworkplace
 Organisation’s humanresources policies and procedures relevantto professional development.

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4. Delivery Plan
Delivery isintheformof instructor‐led,classroom‐based trainingsessionssupported by simulated learningand/or
projectsessions.Within theclassroomenvironment,delivery issupported by classroom‐based activities,tasks,lectures
and structured lessons.Strategiesfor classroom‐based learningfocuson developmentof skills and underpinning
knowledgethrough practice,formativetasks,interaction,discussion,reading,feedback,and practical examplesof the
theory.
Delivery Arrangement
The unitwill bedelivered over a prescribed period (term/semester) in aclassroomtrainingenvironmentthrough a
structured learning programcomprising of (butnotlimited to) lectures,presentations,casestudies,practical projects,
group discussion andclassroom‐based activities.Deliveryscheduleof thisunitof competency isprovided atthe
beginningof thisguide.Timetableswillbeadvised atthebeginningof each academic termand posted on thenotice
board and college’s website.
Itis expected thattraining/learning sessionswillincorporategroup/collaborativeactivities and tasks thatarerelevant
to the learningand evidenceoutcomesinthisunit.Theemphasisof learning,wherepossible,will beon linking
theoretical concepts andmodels with real‐lifesituations to providethelearners with an opportunity to gain an insight
into key technological processes,professional environmentandworkplacepractices.
DeliveryConditions
 Learners arerequired to attend theprescribed delivery sessions,inparticularwhereassessmentplan,
schedule,projects,and in‐class activities andtasks areplanned
 On commencement,thelearners shouldreviewandunderstand all thecourserelated information including
coursestructure,prerequisites and competency requirements foreachunitof competency
 This unitof competency mustbecompleted withintheprescribed duration atthebeginning of this document.
Due dates for theassessmentswill besetby respectiveassessorson commencementof theunit and mustbe
adhered to by all thelearners
 Thelearners havetheresponsibility to maintain therequired attendanceand participatein all thein‐class
activities and assessment/projecttasks to beableto develop therequired skills and knowledge.
 The learners mustkeep record of theiractivities,assessments andresearchand takean activeinterestin
exploring newconcepts and ideas
 On expiry of theprescribed duedates for assessment,thelearners will notbeableto attemptany assessments
or the learningmaterialsand mustapply for a courseextension.Learnersshould alsorefer to other prevailing
terms and conditionsof delivery andassessmentof this courseandcontacttheadministrationfor further
informationif required.
Lesson Topics and Plan
The following lesson plans areplanned forthis unit.According to sessiontimes,trainers may expandtheselesson plans
into their own session plans.Trainers musttakea special noteof theactivities planned in theright‐hand column.These
activities formpartof “FormativeAssessments”.Theformativeassessmentsarenotmarked (assessed)butthey
contributetowards learningthatprepares themfor summativetasks.

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Thefollowing topics arecovered intheclassroomtraining sessions.Thetopics for this unitinclude;
Lesson Topics Activities
1
Unit overview,assessmentinformation,assessmentconditions
Key concepts and definitions
Role models
Understanding organisationalrequirements
Conceptof personaland professionaldevelopment
Identifying own learning preferences
Review contents ofa
professional development plan
2
Evaluating own strengths and weaknesses
Sources ofinformation
Personal SWOT analysis
Personality type indictor tests andtheir reliability
Myer‐Briggs personality test
Other ability and personality tests
Seeking feedback from others
Take online personality tests
and compare your personality
type with your friends
3
Developinggoals and objectives
Personal and professional goals
SMART objectives
Own goals in the context oforganisation
organisational planning processes
Developing strategies to achievethe objectives
Developing an action plan
Have you ever set yourselfa
goal and worked towards it?
Discuss the importance ofgoal
setting
4
Tasks emerging from an action plan
Acting on the tasks
Refining and finalising task lists
prioritisation techniques
Eisenhower Quadrant, ABC method, Pickle Jar theory
How to avoid procrastination
managing time effectively
Make a list ofthings to do next
week and prioritise them
5
Understanding the conceptof performance management
KPIs
Setting measures for own performance
managing own performance
Seeking feedback on performance
Identifyingdevelopmentneeds and opportunities
The concept of continuous development
Discuss KPI examples from work
Review example KPIs
6
Achieving a work‐life balance
Powers ofintrospection and self‐analysis
seeking feedback from others
continuous learning and personal plans
Staying focussed and motivated
Write two things that you would
like change in your life ifyou
can. Convert them into goals
7
Skilland knowledge developmentwithinorganisation
Impact oforganisational culture
Role of work teams
Developing leadership skills
Managingprofessional competencies
Onlineactivity.Teammember
aptitude test

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8‐9
Understanding competency/workplace standards
meeting management/team expectations
Development opportunities;
Action learning
Coaching
Exchange/rotation
Mentoring
Shadowing
Structured training programs
Case studies and examples:
Mentoring and coaching
Video presentation on the
subject
10
Unit review and revision
Class discussion
Assessment queries and feedback
Assessment follow up
Suggested Learner Resources
Bolton G.and DelderfieldR.,2018,ReflectivePractice:Writing and Professional Development,Sage
Carlopio J.and AndrewarthaG.,2012,Developing ManagementSkills:AComprehensiveGuidefor Leaders,Pearson
Other Resources and Readings
Shriberg A.and ShribergD.,2010,Practicing Leadership Principles andApplications,Wiley
HarvardBusiness Review,2019,HBR Guideto Your Professional Growth,HBR Press
Littlejohn A.et.al.,2019,Networked Professional Learning:Emergingand EquitableDiscourses forProfessional
Development,Springer
Kodden S.,2019,TheArtof SustainablePerformance:Model for Recruiting & Selection and Professional Development,
ManagementImpact
Prioritization SkillsVideo:
https://www.mindtools.com/pages/videos/prioritization‐transcript.htm
Professional DevelopmentHandbook:https://aicd.companydirectors.com.au/education/professional‐development‐
handbook
Referencing Guide
Harvard Referencing Generator:
http://www.harvardgenerator.com/
http://www.citethisforme.com/au/referencing‐generator/harvard
Misc. Videos and Online Educational Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels

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TED ED https://www.youtube.com/user/TEDEducation
MassachusettsInstituteof Technology(MIT)
Channel
https://www.youtube.com/user/MIT
Google for Education https://www.youtube.com/user/eduatgoogle
Big Think https://www.youtube.com/user/bigthink/videos
CrashCourse https://www.youtube.com/user/crashcourse/videos
Microsoft Education https://www.youtube.com/user/Microsoftedu
Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos
Management Skills Courses
https://www.youtube.com/channel/UChA8eZO‐
WYhdLsv8HlBrJcg/videos
Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos
Note:Learning and training materials and resources arenotlimited to theabove.Additional resources may beused to
supportclassroomsessionsand specifictopics/lessons.Trainers and assessors should also reviewand enhancethe
aboveresources listasneeded (in accordancewith specificsessions/lessons);and also check andupdateexternallinks.
Linksto educational channelsaregenericand specifictopics/discussion should furtherbesourced as needed for each
session.
All additional resources/materials mustbesavedon thefaculty drive/folderorprovidedto theAcademicManger.

Lecture/ClassNotes
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The Canberra Training School Pty Ltd t/a Canberra Business& Technology College
Provider Code: 40882 | CRICOS Code: 03465J

Lecture/ClassNotes
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Lecture/ClassNotes
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Lecture/ClassNotes
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Lecture/ClassNotes
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5. Assessment Plan
Assessments forthis unithavebeen developed by takinginto accountassessmentguidelines asprovided in the
trainingpackageand evidencerequirements stipulated in thisunitof competency.Assessmentisan ongoing
processof gatheringevidenceto determinewhateach student/learner knows,understandsand can do in
order to informteaching and supportlearning of theintended curriculum.
Thepurposes of this assessmentare;
 To collectevidencethatdemonstratecompetency in theperformancecriteriaof theunitand satisfy
skill,knowledgeand employability skills requirements
 To providefeedback to thelearners/trainees indicating theareas of improvementand professional
development
 To measuretheeffectivenessof thedelivery plan and evaluatethelearningoutcomes
Therequired assessmentcriteriaareprovided in eachassessmenttaskfor learner’s information.
Assessment Method
Assessmentin thisunitisbased on assessmentandevidenceguidelines provided in theunitof competency
and thetraining package.Theevidenceisgenerated through summativeassessmenttasks.However,therole
of FormativeTasksiscrucial indevelopingtherequired skillsand knowledgein completingthesummative
tasks.Formativetasks enablethetrainers to evaluatetheir owndelivery andadjusttheirfacilitation based on
the outcomes fromthesetasks.Theroleof formativeassessments isto improvelearningand adaptto student
needs.
Thesetasks and activitiesusually takeplacethroughouttheunitand planned in accordancewith the
summativeassessmentplan/schedule.Theformativetasksaregenerallyreferred to as “Portfolio”tasks.
Portfolio is a collection of all theformativetasks completed during thelearningsessions.Theportfolio can be
used by students asanevidenceof participation orexampleof workcompleted aspartof their learning.
Formativetasks arenotassessed.
For summativetasks,thefollowing assessmentmethods areavailableto collecttheaforementioned evidence
to demonstratesatisfactory performancein this unit;
 Written AssessmentTasks
 Practical/Analytical Tasks
 Test/Examinations
 Projects
 Observation
 Integrated Assessment
TheWritten AssessmentTasksand Testshavebeen developed to address various parts ofPerformance
Criteriaas well asRequired Knowledge.
ThePractical Tasks aredeveloped to demonstratecompetencein Required Skills.Theseassessmenttasks and
activities aremostly designed asin‐classassessments,enablingthe trainersto observethework being
undertaken and completed (i.e.,demonstration of a specific/required skill).Practical tasksmay also include
useof onlinelearningtools,equipment,activities,or useof software.Instructionsfor practical tasksare
generallyprovided withinthetask description.However,trainers/assessor may setcertain conditionsfor
conducting andobservingthesetasks.

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The Project (Individual or Group based) addressesvariousaspectsof competency standard including
PerformanceCriteria,Required Skills and Employability Skills.Theroleof theprojectinassessmentstrategy is
to measurestudent/traineecompetenceasaformof SummativeAssessment.Itdemonstrates theefficacy of
instructionsand learning in theprescribed delivery period by assessingtheoverall performanceof the
students/trainees for thepurposeof grading/final results.
The Test/Exam isgenerallydesigned to testtheRequired Knowledgecomponentof theunitof competency.It
may alsobeused to reinforcelearning andtestspecific aspects of other partof competency whereknowledge
of certain processes/procedures isrequired.Aknowledgetestmay beverbal orwritten as specified in thetask
description. Examinations are conducted under set conditions.
Observation forms partof in‐class activities,participationindesignated group processes,presentation and
provides an optionwherespecific skills need to bedemonstrated to theassessor.
Someof the assessments in this coursemay beused as Integrated Assessments;i.e.to useevidencecreated in
one unit/task to determinecompetency inanother unit/task.Theconceptbehindthedesign of theintegrated
assessmentisto limitrepetitivetasksthattestthesameor similarcompetencyelements indifferentunitsof
competency.
Optional/Supplementary Assessments
In addition to theaboveassessmentinstruments,thefollowingmethodscanbeused,if required,in the
contextof assessmentfor thisunitof competence,especially in thecircumstances whereassessmentinvolved
components of onlinelearningaswell asactual workplaceactivities and/or performance.
 WorkplaceVerification through RPLapplication
 Competency Conversationatcompletionof theunit
To successfully completethis unit,learners mustdemonstratethatthey havetheskills and knowledgeneeded
as indicated in the Competency Standards (2).
Assessmentcan beboth a formativeand summativeprocess.Formativeassessmentisused to provide
feedback to students and teachers to promotefurther learning.Summativeassessmentcontributes to the
judgementof studentlearning for competency/awardpurposes.
Submission of Work
All thewritten works mustbesubmitted ina hard copy,andan additional soft/electroniccopyif required by
thetrainer/assessor,with anaccompanying “AssessmentCover Sheet”.Each AssessmentCover Sheetshould
be signed by thestudentandmustcontainstudentdetails anddateof submission.AssessmentCover Sheets
are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments,reports,essays,projects,
etc. mustcontainstudent’sname,ID (if available),addressandcontactdetails.Withinthecontextof these
assessmenttasks,theassessorfulfilstheroleof client,manageror supervisor,asapplicable.Work submitted
for “approval”within thiscontextmustdemonstratecareand attention to detail,suchthatthestudent
inspires confidencethatthework isbeing undertaken competently.
Wheresoftcopy/electronicfiles aresubmitted,studentsareencouraged to namethefiles accordingto
established procedure.This would typically includea courseor unitcode,assessmentorsubmission code,and
in the caseof multiplefilesan alphanumeric identifier.Multiplefiles mayalso berequired to besubmitted
within an enclosingfolder (with similar,appropriatenamingconventions) or archiveformat—e.g.,zip or rar.
Followsubmissionguidelines in each assessmenttask forspecificinstructions.

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Assessment Tasksand Schedule
Thefollowing assessments areplanned for thisunit;
# AssessmentTask/Activity Type Assessment Method
1 Develop Goals and Conduct a PersonalSWOT Analysis Individual Written
2 Team Project: Collaborative Project Plan Team Written & Observation
3 Project: Professional Development Plan Individual Written
4 Knowledge Test Individual Test
Theseassessmenttasks/activities havebeen described in detail in thefollowing section.
Task scheduleto beadvised bytrainer/assessorbased on thelesson andsessionplans.

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6. Assessment Tasks
Assessment Task 1:
Assessment Task
Develop Goals and Conduct a Personal
SWOT Analysis
Schedule TBA
OutcomesAssessed
Performance Criteria:
1.4, 3.1, 3.2, 3.3
Addresses some elements ofrequired skills and knowledge
as shown in the Assessment Matrix.
Description:
SWOTAnalysisisa useful techniquethathelpsidentify your strengthsand weaknessesandanalysethe
opportunities and threats thatflowfromthem.Personal SWOTanalysis canhelpuncoveropportunities that
you would nototherwisehavespotted.In a workplaceenvironment,a mentor of a seniorcolleaguecan
provideimportantfeedback and advicetowards personaland professional development.
Usingtheworksheetprovided,conducta personal SWOTanalysisidentifyingmajorstrengths,major
weaknesses,potential opportunitiesand potential threats.Writea brief summary of theoutcomes of the
analysis.For thepurposeof this task,assumethatyouhavejustjoined an organisationasajuniormanager at
the startof your career.Your trainer/assessor will playtheroleof your seniormanager and mentor.Ensure
thatyou conductconsultations andseek inputs.
A SWOTanalysis should beprepared within thecontextof specific career objectives andgoals.SWOTanalysis
can beused ina rangeof situation,including personal,academic and professional aspirations.Inthebusiness
context,strengths and weaknessesareoften internal to an organisation,whileopportunitiesand threats
generallyrelateto external factors.For thisreason,SWOTissometimescalled Internal‐External Analysisand
the SWOTMatrixissometimes called an IEMatrix.
Goal settingisapowerful processfor thinking aboutyour ideal personal or professional future,and for
motivating yourself to turn theminto reality.SetSMART(specific,measurable,attainable,relevantand time‐
bound) goals thatmotivateyou and help youfocus onwhereyou haveto concentrateyour efforts.
Develop draftgoals anddiscuss with yourtrainer/assessor (mentorrole).Adjustthegoals,as necessary.
For the purposeof this task,usethis tool as a personal analysis;
1) Set atleasttwo broad personal goals thatyouwould liketo achieveover thenext1‐3 years
2) Set SMARTobjectives
3) Research thejobrole/position,skill orability thatyouaimto achieveand takenotes on specific
requirements and expectations (e.g.,criteria)
4) Analyseyour currentstrength andweaknesses againstthecriteriaandidentify opportunities and
threats emerging fromyouranalysis
5) Record theminto theSWOTAnalysis chartprovided
6) Writea brief (atleastoneA4 sheet,singles‐spaced) summary of youranalyses,including
You may consider this fromboth a personal/internal perspectiveand an external perspectivebased on your
currentexperiences in academiclife,workplace,or working in groups.

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Thesummary reportshould beword‐processed and written ina reflectivestyle.
Consideryourcareer objectives and path when developing goals and focus onhigher‐level skillsand
knowledgeto achieveyourcareer objectives when you undertaketheSWOT.
Submission Guidelines:
Submit:
 A copy of thecompleted SWOTWorksheetand Analysis
 Copies of any referenceor supporting documents used
 Summary report(Word‐processed)
Electronicversions of theassessmenttaskand email/electronic submissionarrangements areatfurther
discretion of thetrainer/assessor.

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PERSONAL SWOT ANALYSIS: WORKSHEET – BSBPEF501
Student Number :
Group :
Student Name:
Date Taken: 16th
February 2022
Examiner :
Goals and objectives
For the next 1-3 years some of the personal goals are set which I would try to achieve.
Personal goals are the short-term and long terms goals that are applied to work, lifestyle,
or family life. Personal goals and objectives are set to motivate us to achieve what we
need in life.
Some of my personal goals and objectives are-
 To find a suitable career which I like and love as well.
 In my field to become a leader or expert leader.
 To become a better listener.
 My goal is to contribute to organizational development.
 To help the people whenever they need me (Bhana, & Bayat, 2020)
Strengths Weaknesse
s
Some of my strengths are-
 I am good at typing and I am good
at finishing the task under the
pressure.
Some of my weaknesses are-
 I trust people easily and afterward I
got affected very much.

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 I am very hard working and stick to
the task till then it is not finished and
complete them faster and more
effectively than others.
 I am good at prioritizing work
effectively.
Strength of the organization is-
 The organization can lead the
industry in internet speed and the
speed to the cost ratio (Benzaghta, et
al., 2021).
 I am not so much open.
 I am not having good communication
skills.
 Outside the organization, I am not
having too many contacts.
 Most of my conversations are to the
point and shirt as well.

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Opportuniti
es
Threats
Some of the opportunities are-
 In my present organization, we are
the leader in business speeds and the
internet.
 We can improve our skills and
knowledge as in our organization
they proved our training.
 The organization provides us good
opportunities for the promotion to
the people who are friendly with the
people and customers as well.
 According to my beliefs, the
department restoring and providing
timely training can be beneficial.
Some of the threats are-
 Within the organization, there are a
lot of individuals who are so much
more experience than me. and they
don't want to share the experiences
with us.
 Some of the personnel who are
leaving the organization are having
our some of the personal information.
 With the rapid changes in time, I am
afraid that it might not cope with the
new trends.
 Our competition is becoming more
advanced and they knew how new
technologies are used.
 The threat which exposes my
weakness is that I am not very much
friendly with others.
 The rapid expansion of the industry.
 Allowing my emotion for controlling
my decisions.
 Due to impatience making the wrong

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decisions.
Reflection and Analysis
Based on the above information, I have written my SWOT analysis. In the SWOT analysis, I
have analyzed my weakness, strengths, opportunities, and threats. Reflection is the being
objective experience of mine. When doing the reflection, the person needs to note their responses
to the text and it must be both ideological and emotional as well.
Whereas, on the other hand, the analysis is more objective than the reflection, as reflection
pushes the readers for analyzing the text from the perspective which is written without removing
their thought. To reflect and analyze my one thoughts I have done the analysis and articular the
ideas which I have learned.
After the analysis of the interviews conducted by me, I have analyzed that my strengths are-
1) Flexible
2) Self-driven
3) Honest
Some of the unique perspectives which they have on my overall work performance and the
capabilities of relationship building in the workplace are-
1) To achieve my goals I am determinant and persuasive.
2) I am always eager to learn new things and very open-minded (Bhana, & Bayat, 2020)

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Submission of Task 1

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Assessment Task 2:
Assessment Task Team Project: Collaborative Project Plan
Schedule TBA
OutcomesAssessed
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,3.3
Description:
A Collaborativework cultureisa processgoverned by a setof norms and behavioursthathelpsmaximise
individual contributionintheway in which peoplecollectively exploreideas to generatesolutions thatextend
beyond the limited visionof a singleperson.Organisationsworldwidethriveto implementsuch a culture
based on sharevalues and goals.
Components such as mutual respect,trust,shared vision,and collectiveintelligenceandskills make
collaborativeenvironmentwork.
In this team‐based assessmenttask,you and your teamwill berequired to developa projectplan thatrelies on
collaborativework.To createan organisational and real‐lifecontext,you will beprovided with an
organisational profile/scenario,to assumetherespectiveroleplays.Theorganisational profile/scenario given
in this task isa proposed scenario and yourteamwill havetheflexibility to selectany other similar
profile/scenario –especially anyorganisation yourteammembers arefamiliarwith ‐ in consultation with your
trainer/assessor.
Sample Profile/Scenario
Bytes Technology isan information technology serviceandconsultingcompanyprovidinga rangeof ITservices
to its corporateclients including newsystemdesign and implementation,customsoftwaredevelopment,
systems upgrade,and ITnetworking.Thecompany is based in MelbourneCBD.
Thecompany started asa small business with only three(3) employees,including two of thedirectors who
were expert programsand systemadministrators.In thepast12 months,the company has grown rapidly
serving a largeclient baseand employing22 staffs in variousroles.
Dueto its start‐up model,distincttechnology/expertareas weredivided between differentprogrammers and
technicianswho managed individual clientaccounts.Theresultantorganisational culturewas a much‐
decentralised environment/model in with individual employees assumedfull responsibility of a project.The
managementrewarded projectmanagers and programmers forindividual achievements;andperformancewas
reviewed/considered based on individual KPIs (Key PerformanceIndicators).However,as thecompany grew,it
realised thatit had to keep employing newstaffs fora variety of tasks – and many of thosetasks were
repetitive/identical between differencedepartments.In an internal managementreview,thecompany realised
thatif projects teamfrom acrossdifferent area collaborated,thecompany will notonly savecosts butalso
increaseits intellectual base.
Task
Recently,thecompany hasreceived a newcontract/projectfroma major corporateclientto customise
implementa newERP (EnterpriseResourcePlanning) systemto improveproductivity.Thecompany has taken

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this opportunity to try to starta newcollaborativeapproach within thecompany;rather than allocatingthe
projectto an individual expert.
Assumethatyour teamhas been setup as aprojectteamby thesenior managementand asked to preparea
projectplan thatshowshowtheavailableskills,knowledge,and expertisecanbestbeutilised fordifferent
parts of theproject.Thenewsystemwill require;
 Planning
 Modelling
 Coding
 Testing
 Implementation
 Monitoring
Note:You will only bedeveloping a“plan”for thesystemasa projectplan,and notthesystemitself.
Team Interaction and Workplans
Based on theinformation provided,as a team,preparea projectplan thatataminimumincludes thefollowing
structure;
 Background/context(fromtheinformation provided)
 Goals andobjectives
 Key stakeholders (internal and external stakeholders)
 Projectoverview
 Projectscopeand key tasks(breakdown ofkey projecttasks and milestones) –Aworkplan outlining
tasks and priorities for each member (i.e.,Individual workplans)
 Roleand responsibilities
 Key performanceindicators (KPIsto measureindividual performance)
 Collaborativestrategy (e.g.,communication plan) and strategic networks
 Strategies foreffectivework relationships (diversity,cultural sensitivity,interpersonal styles etc.)
 Contingency –e.g.,Conflictmanagementstrategies
 Projecttimelineand resources
 Legislative/regulatoryrequirements
The team will need to allocatetasksbetween the members;and ensurethatall themembers equally
contribute(asigned teamstatementwill berequired aspartof final submission).For thepurposeof this task,
your trainer/assessorwill play theroleof themanagementrepresentative.
ProfessionalDevelopment Activities
Havingidentified and described thespecificprojectrequirement,you will need to engagein a collaborative
professional activity.For this purpose,obtain and refer to theorganisational professional developmentpolicy
and procedure(samplepolicy)to ensurethattheseactivitiesmeetorganisational guidelines.
The focus of theplan muston the“collaborative”approach,highlighting/discussinghowvariousideasand
informationwill becaptured as acollectiveknowledge,and supporting eachother (avoiding conflicts,ensuring
team wellbeing).Teammembers will berequired to develop andincludeindividual workplan and priority
based on thetasks allocated,leadingto a professional developmentplan (PD Plan) in thenextassessment
task.To facilitatethis,two of theteammembers will sharetheir workplaceand short‐termgoals (aligned with
the project) and discussspecificprofessional developmentneeds and requirements.As a supportingteam
member, provideinputs,information on professional developmenttools,and makerecommendationsfor
professional developmentactivities.

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Theprojectplan shouldbedeveloped and submitted asa formal business documents (word‐processed),
ensuring appropriatestructuringand contentflow.
Each teammember will also need to submitindividual workplans andminutes/notes on thecollaborative
professional developmentinteraction.
Submission Guidelines
This task mustbeprepared and submitted in aword‐processedlayout.Handwritten documents cannotbe
accepted for this task.
Submit:
 Completed projectplan
 Signed teamstatement
 Individual note/plans (e.g.,work/actionplan)
 Record of PD interaction
This assessmenttask mustbecompleted in adesignated sessionin presenceof a trainer/assessor.
Electronicversions of theassessmenttaskand email/electronic submissionarrangements areatfurther
discretion of thetrainer/assessor.

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Team interaction and work plans
Background
Bytes technology is an information technology and consulting company that provides the best quality
range of services to their customers such as custom software development, networking, system upgrades,
and new system design and implementations. The business of the Bytes technology establishes in
Melbourne CBD Australia. The company starts its business with three employees including two directors
who have the best knowledge about the system and programs. According to the last 12-month
performance of the business, the entrepreneur who runs their business at a large scale becomes their
client to purchase the IT services. Due to this rapid growth in the business, the company hires and select
22 new staff to provide the best quality services to the client on time. To motivate the staff for more good
performance, company give rewards to the manager and programmers their good performance. The
company uses the key performance indicator to measure the performance of the manager and staff.
Recently, the company received a new project to establish a new ERP system to improve the productivity
of the business. To implement this system in the organization, the company want to replace all the
computer with the new client system to improve the efficiency of the business.
Goals and objective
There are some goals and objectives of the Bytes technology company is given below
1. Company wants to implement the new ERP system to increase the productivity of the business.
2. Company want team members must participate in all the activity of the business as a team.
3. Company want to earn more profit (Cappelli & Tavis, 2016).
4. Company want to create a good culture in which all the stakeholder of the business sit together and
do a discussion on the expansion of the business and improve the performance of the business.
5. Company wants to implement the innovative idea of the stakeholder to improve the performance of

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the business.
6. Company want all the stakeholder must provide services to the client according to their demands
(Konsta & Plomaritou, 2012).
Key stakeholders
There is a list of internal as well as external stakeholders of the business such as
Internal stakeholders
1. Wed developer team
2. Team members
3. Senior manager
4. Programmer
External stakeholders
1. Clients
2. Shareholder
3. Government
4. Regulators
Project overview
The company wants to implement an enterprise management system to increase the productivity of the
business. Enterprise resource planning system is the type of system that companies use to manage the
activities of the business that perform on daily basis such as procurement, finance and accounting
activities, management of risk, management of the project, performance improvement activities, the
operation related to the supply chain and compliance. The ERP system helps the company in developing
the budget or predicting the cost of resources that they use to run their business operations. ERP software
also helps the company in solving errors that affect the financial records of the business (Cappelli & Tavis,

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2016).
Project scope and key task
Project scope and key task Start time Finish
time
Responsibilities
Planning
Create a plan to develop the best quality of the
product more than the competitor products.
16/02/2022 28/02/2022 Programmer and
project manager
Modeling
Identify the demand of the customer or end-user
related to the system or software then develops the
software.
28/02/2022 08/03/2022
Coding
Identify the system that includes the software such
as security system, architecture, and modules.
09/03/2022 15/03/2022 Software
engineer.
Testing
After developing the software, the company must
test the software to identify whether it working
properly or not (Mone & London, 2018).
16/03/2022 27/03/2022 Software
engineer.
Implementation
After testing the software, implement the software
28/03/2022 31/03/2022 Project team
member and
client

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in the organization and provide training to users
related to operating the software.
Monitoring
After implementing the software, the company
starts observing the activity of the employees to
identify the problem that is faced by the employees
in operating the software.
Daily basis Daily basis Project manager
Roles and Responsibilities
The company hires a well-experienced information system manager to manage and control the task of
the project. There are some roles and responsibilities of information system manager is given below
1. Assigned the work to the team member and observe their activity to solve the problem that they face
in their work (Mone & London, 2018).
2. Hiring and selecting staff that is well-experienced and talented.
3. Provide training to staff whether the staff is existing or new related to new skills that improve their
performance.
4. Always provide feedback to the team member on their performance whether the feedback is positive
or negative.
5. Use the interpersonal leadership style to lead and communicate with the staff.
6. Set the target for each team member to achieve the organizational goals.
Key Performance Indicators
There are some key performance indicators that a company must use to measure the performance of a
department such as
1. Employee performance

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2. Customer satisfaction.
3. Operation timeframe.
4. Cost and time saving
5. Security efficiency
Collaborative strategies
1. All the stakeholders must use the effective or open communication method while communicating with
each other because it builds a good working relationship between staff.
2. All the stakeholders must attend the business meeting and share their ideas openly with each other.
Strategic network
The company must send the team member to the IT seminar and conference to meet the new professional
person to gain the new skills and knowledge related to the IT services. These skills and knowledge help
the team member in providing IT services to the client.
Strategies for effective work relationships
1. Encourage the team member to participate in the industry seminar to learn new things.
2. Encourage the team member to participate in the brainstorming session and share their valuable idea.
3. Always listen to the customer demand than provide services to them.
4. Always give a positive response to the feedback given by the customers as well as managers.
Contingency plan
There are some strategies that managers use to resolve the conflict of the team member such as
1. Always listen to the reason for the conflict then provide the best solution to them.
2. Conduct individual meetings with the employees to resolve their conflicts.

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3. Develop the grievance policy and procedure that employees use to register their complaints
(Buckingham & Goodall, 2015).
Project timeline and resources
Key task Start time Finish
time
Responsibilities
Planning 16/02/2022 28/02/2022 Programmer and
project manager
Modelling 28/02/2022 08/03/2022 Programmer and
project manager
Coding 09/03/2022 15/03/2022 Software
engineer.
Testing 16/03/2022 27/03/2022 Software
engineer.
Implementation 28/03/2022 31/03/2022 Project team
member and
client
Monitoring Daily basis Daily basis Project manager
Legislative/regulatory requirements
There are some legislation laws that company must implement in the organization such as

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1. Work health and safety act
2. Environment protection and biodiversity conversation act.
3. Anti-discrimination act
4. Equal opportunity act (Buckingham & Goodall, 2015).
5. Fair work act

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Assessment Task 3:
Assessment Task Project: Professional Development Plan
Schedule TBA
OutcomesAssessed
3.1, 3.2, 3.3
Description:
This projectisaimed atdeveloping andenhancing key competency elements of this units aswell as
underpinning therequired knowledgeand skills aspartof overall learning outcomes.
Professional developmentplanningistheprocessof creatingan actionplan based on awareness,values,
reflection,goal settingand planning for professional developmentwithin thecontextof a career,education orself‐
improvement.Itinvolvesidentifyingwhatskills you need to learn,theaspects of yourselfneeds to be improved,
abilities thatareyou lackingand areaswhich needs to begiven priority for improvement.
In this project,you arerequired to develop a “Professional DevelopmentPlan”based on your goalsand
objectives (AssessmentTask1) and your experiencein workingintheteamprojectinAssessmentTask 2.
Task Condition:You MUSThavecompleted AssessmentTasks 1 and 2 in this unitbeforeundertaking or
commencing this project.Consultwith yourtrainer/assessorto ensurethatyoucan proceed with this task.
Project Tasks
This projecthas two parts.Both mustbecompleted.
Part A: Develop aPDPlan
1. Analysetheinformation gathered in SWOTanalysis (AssessmentTask 1) and identify specific
weaknesses thatimpingeupon yourprofessional goals.
2. Takean onlinepersonality test(e.g.,Myers‐Briggs)andanalyseresults (link will beprovided byyour
trainer/assessor)
3. Develop strategies to achieveyourgoals,including howyou planto achievework‐lifebalance
4. Develop an action plan to putstrategies into action
5. Identify resourcerequirements and settimelines
6. Prioritiseyourtasks andpreparea calendar (paperbased or electronic) for nexttwo months
Your Professional DevelopmentPlan may usethefollowing structure;
a. Introduction/Background
b. SWOTAnalysis
c. Longtermand Short‐TermGoals and Objectives
d. Strategies to AchievetheObjectives
e. Strategies to achievework‐lifebalance
f. Resources Required
g. Key Actions (Howthestrategies areimplemented)
h. Key Priorities and timelines

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Each section shouldbeappropriately organised andstructured with supporting information.Thereisnoword
limit,butitisexpected thateach partwill bearticulated in sufficientdetail to be ableto forman analytical
perspective.Documentmustbestructureand maintaina logical flowand progression of information and
arguments/discussion.
Part B: Join aProfessionalNetwork
Continuingprofessional development(CPD) refersto thework‐related learningand developmentthat
continues throughoutaprofessional career.Professionals in somefields (e.g.,health professionals,educators,
accountants,lawyers etc.) mustcompletemandatory CPD requirements in orderto maintaintheirregistration
or accreditation.CPD isoneof thekey mechanismsby whichhighstandardsof professional practiceand the
relevanceandcurrency of qualifications and experiencearemaintained.
In this partof thetask,you will berequired to selectand join an onlineprofessional network relevantto your
career goals and intended professional role(asIn AssessmentTask 1).Thepurposeandsection of thenetwork
should also bebased on your SWOTanalysis –specific areaof developmentthatyou wouldliketo strengthen.
This is asimulated task.Fromprivacy pointof view,you mustnotprovideany information onunknown ornew
publicnetworksthatcouldcompromiseyour identity or privacy.You may also useany existingknown or
trusted networks thatyou already use(e.g.,membership with professional bodies,workplaceintranetetc.).
You will beestablishing/joining andmaintaina professional network overtheduration of thetermor as per
the scheduled advised by yourtrainer/assessor.Jointherequired/selected networks and;
1. Download andsaveterms and conditions or codeof conductcompeted atsign‐up
2. Add friends,contacts orjoin groups
3. Startnewgroup or conversation orforum,as thenetwork permits
4. Startconversations andbuildrapportwith othermembers,participants
5. Contributeto existingdiscussions
6. Maintainand leada healthy communicationasperthecommunication strategy
7. Expand your network and inviteothers to joinin
8. In thelocal network (created by yourtrainer) develop relationships anddevisetangibleoutcomes in
terms of consultation, negotiation,knowledgesharing or work procedures
9. Identify anyconflictor misunderstanding occurred duringtheconversations
10. Takea pro‐activeapproach to resolveconflicts andmisunderstandings
11. Createor identify newand mutual opportunities throughthenetworks
If you arealreadypartof anexistingprofessional network,youmayusethatnetwork to completetherequired
tasks.Discussyour options with yourtrainer/assessorand obtain anapproval.
Parts of this taskwill becompleted during designated assessmentsessions.Theprocess of establishing,joining
and maintainingthestrategic networksmustbeobserved by your assessor for marking.You will also haveto
provideyourlogin details to yourassessor forassessmentof yourwork and activities with thenetworks.
Criteriaforassessmentof this part,as intheAssessmentCriteria,mustbeaddressed.
Submission Guidelines:
Submit;
 A copy of completed SWOTAnalysis
 Word processed professional developmentplanina printed copy
 Printouts of taskschedules
 Login details of your strategic network
 Screenshots ofinteractions and postings/discussions
 Printoutof key communications orimportantreferences,opportunities orincidents

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This projectmustbesubmitted in aprofessional,word‐processed layoutusingthedocumentstructure
suggested aboveasa guidefor key headings.
Handwritten documents cannotbeaccepted for thisproject.

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Part A
Personal development plan
Introduction/Background
PD plan is the action plan which is used to identify the individual goals, which we want to achieve. In
the personal development plan, I have analyzed my strengths and weakness. I also help to plan the areas
where there is a need to make improvements so that goals can be met (Mkpa, & Ekoh-Nweke, 2019).
SWOT Analysis
Strengths
 I am good at typing and I am good at
finishing the task under the pressure.
 I am very hard working and stick to
the task till then it is not finished and
complete them faster and more
effectively than others.
 I am good at prioritizing work
effectively.
Weakness
 I trust people easily and afterward I
got affected very much.
 I am not so much open.
 I am not having good communication
skills.
 Outside the organization, I am not
having too many contacts.
 Most of my conversations are to the
point and shirt as well.
Opportunities Threats

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 In my present organization, we are
the leader in business speeds and the
internet.
 We can improve our skills and
knowledge as in our organization
they proved our training.
 The organization provides us good
opportunities for the promotion to the
people who are friendly with the
people and customers as well.
 According to my beliefs, the
department restoring and providing
timely training can be beneficial.
 With the rapid changes in time, I am
afraid that it might not come up with
new trends.
 Our competition is becoming more
advanced and they knew how new
technologies are used.
 The threat which exposes my
weakness is that I am not very much
friendly with others.
 The rapid expansion of the industry.
 Allowing my emotion for controlling
my decisions.
 Due to impatience making the wrong
decisions (Rahman, et al., 2021).
Long term and Short‐ Term Goals and Objectives
Timeframe For the next 12 months For next 5 month
My personal
goals
 to be grateful where I am
 for what is next to be excited
 Be to the yes person
 To manage the
conflicts effectively
 Where not
necessarily say no
(Törnroos, et al.,
2020).
My professional  To improve the presentation skills
 Increase my income

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goals  To enhance the work performance
 Expand the training and
professional knowledge
 To strengthen the professional
relationships (Nweke, et al.,
2019).
 To reach for the
higher job role.
 To have the new
experiences
 To work in the better
and big organization
Strategies to Achieve the Objectives
Some of the strategies to achieve the objectives are –
 Set the prioritize
 Time will be track
 At the time concertation will be on one thing (Cirillo, 2018).
Strategies to achieve work‐ life balance
Some of the strategies are-
 Health must be prioritized
 It is important to learn to say no
 Take small breaks during the long working hours
 Self-compassion must be practiced.
Resources Required
 Financial resource
 Physical resources
 Human resources
Key Actions (How the strategies are implemented)
the regular meetings can be mentor or coaches help can be taken for the personal development and
comparison.

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Key Priorities and timelines
Key prioritize Timelines
Learn to say no 1 week
Prioritized health 1 week
Learn to take small breaks 1 week
Practise sell compassion 1 week

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Part B
Join the professional network

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Conflict and misunderstanding occurred during the conversation
Some communication barriers may occur during the conversion process such as
1. Due to different cultures and languages, both parties face difficulty in communicating with each other
(Armstrong, 2021).
2. Due to a lack of active listening, both parties do not provide an actual answer to each other.
Take a pro-active approach to resolve conflicts and misunderstandings
1. Person must join the intercultural training to learn the different cultural language.
2. Person must use simple and short sentences while communicating with each other.
3. Both parties listen to each other carefully (Armstrong, 2021).
4. Both the parties use familiar terms and common language that is English while communicating with
each other.
Identify new and mutual opportunities through the networks
1. Person must join the humans united in mutual networks.
2. Sign up for email.
3. Create a private site.

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4. Person must join the human’s, united workgroups.
5. Person must join the online orientation.

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Assessment Task 4:
Assessment Task Knowledge Test
Schedule TBA
OutcomesAssessed
Required Knowledge
as shown in the Assessment Matrix
Description:
This is aclosed book Testand mustbeundertaken in presenceof anassessor.All thequestions mustbe
answered.
Duration:1 Hour
Assessment criteria
Thefollowing assessmentcriteriawill beused for markingthis assessmenttask.Ensurethatyouhave
addressed all of thecriteriain yourwork.
 Testcompleted as perthegiven instructions and conditions
 All thequestions areattempted and answered
 Answers areconsistentwith model answers and demonstratetherequired depth ofknowledgefor
this unitof competency
Submission Guidelines
Submit;
 Completed Testpaper

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Student Number:
Group :
Student Name:
Date Taken:
Test Paper: BSBPEF501 Manage Work Prioritiesand Professional Development:
AssessmentTask 4

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Assessor :
Q1.What doesSWOTstand for? Describeone othersimilar self‐analysistoolthat can be helpfulin the
professionaldevelopment process.
Answer
SWOT analysis
S – Strength
W – Weakness
O – Opportunities
T – Threat
Myers-Briggs Type Indicator is the tool that is used by the person to self-evaluate their abilities. With
the help of this tool, a person can identify their own ability to complete any work assigned by their
manager. It also helps the person in professional development by providing information related to
their weak points. After identifying the weak points, people learn new skills and knowledge to update
their skills and participate in all the brainstorming programs of the business to overcome their weak
points. Many peoples join the training and education program to develop their skills (Parmenter,
2015).
Q2.What doesKPIstand for? Develop at least two KPIsfor thejob role you performor have performed in
the past.If you have never worked,developedthe KPIsfor an Administrative Manager
Answer
KPI stands for the key performance indicator is used by the companies to measure the performance
of the employees as well as business. There are two KPIs that companies use to measure the
performance of the administrative managers such as
1. Customer satisfaction – Company uses this tool to identify the satisfaction level of the customer
related to services and products of the business. If a complaint of the customer is low it means the
administration manager performs well (Parmenter, 2015).

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2. Achievement of organizational goals – Company uses this tool to identify whether team members
of the business achieve the organization’s goal on time or not. If all the team member performs well
it means the administrative manager properly guide them.
Q3.What isaperformance managementsystem?Describekeyelementsofaperformance management
system
Answer
The performance management system is the systematic process by which the commerce department
involves its employees. It is the mechanism for taking the employee performance measurably and
consistently. It also helps to analyze whether they need extra support or not (Khan, et al., 2015).
Some of the key elements of the performance management system are-
The setting of a goal- is the process to establish the objectives. These objectives are to reach over a
certain time. There are some common types of goals are-
 Goals of the job description
 Project goals
 Behavioral goals
 Stretch goals
Review of the performance- it is the process to assess the progress of the employee towards the goals.
Employees’ weaknesses and strengths are regularly recorded so that it can be helpful for the
organization to make an accurate decision related to the contribution of the employees, training needs,
career development, and promotional opportunities.
Performance improvement process- it is the process which can be ranged from the employees who
can be completely new for the role. It can be used for the employees who are not clear on the
expectation of performance to the employees who are continuously falling short to fulfill the
performance expectations (Magnusson Hanson, et al., 2020).
Q4.Describe two prioritisation techniqueswith examples
Answer

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Two of the prioritization techniques are-
1) Impact effort matrix- it is an impact effort matrix. This matrix is 2D visuals that plot the users to
value against the implementation complexity. The various which occur in the technique can be used
across the different approaches for the product development. It also includes six sigmas, agile, and
design thinking.
2) MoSCoW analysis- it is the method that is used for clustering the items into the four primary
groups. The MoSCoW includes the must-have, should have, could have, and will not have. By day
clegg it was created and in many agile frameworks, it is used.

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Q5.Describe at least five managementworkpracticesthat can help improve workperformanceofyour
team and yourself
Answer
Some of the management work practices which can help improve the work performance of the team
and myself as well are-
1) Right expectation must be set- most of the times employees are quite confused regarding their new
job roles and what are the things which are expected from them. So it is important to see the right
expectation from the employees and notify them.
2) Milestones and goals can be set- to improve the work performance it is important to set the goals
and milestones. It will help employees to know what they have to achieve.
3) Organize, plan and priorities- proper planning is important to improve the work performance.
When objectives are it helps to prioritize the work based on the work urgency.
4) Avoid distraction- distraction must be avoided so that work performance can be good. To intact
with colleagues some of the employees also use social media. Employees must be known that during
the break social engagement can take place.
5) At the time does one thing only- to avoid destruction and improve the work performance it is
important to do one thing at a time. As most of the employees think at a time they can do multiple
activities. it can result in the poor quality of the work (Cirillo, 2018).
Q6.What are major barriersin timemanagement? Listat least five‐time managementprinciples.
Answer
Some of the major barriers in time management are-
1) When there are too many interruptions- it is the worst enemy of time management. Some of the
instructions which can encounter are phone calls, being distracted, and unscheduled visits.
2) Lack of priority- there are many times when the task is important but they are not urgent. So it is
important to know to prioritize the tasks accordingly.
3) Fear of failure- when there is the fear of failure then it can be an issue in managing the time. When

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there is fear of failure then the person only thinks about the task.
Some of the five-time management principles are-
 Planning
 Organizing and prioritizing the tasks
 At the time do only one thing
 Determine what is urgent
 For the time it is important to have a plan
 Realistic deadlines can be created (Khan, et al., 2015).
End Test

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8. Academic Policies and Processes
Studentswith SpecialNeeds
If leaners/learners haveany special needs (e.g.,physical disability,learning difficulty) regarding assessment,
they should bedirected to discuss thesewith theCourseCoordinator.Thecollegewill endeavourto makeall
possibleandreasonableadjustments to any aspectof assessmentin order to addressthoseneeds.Some
examples of additional supportcould include:
 Language,literacy andnumeracy (LLN)
 Assistivetechnology
 Additional materials or tutorials
 Assistancein usingtechnology for onlinedeliverycomponents.
Reasonable adjustment
Reasonableadjustmentrefersto any modification madeto thelearningenvironment,certification
requirements,training deliveryor assessmentmethod to help learners with a disability accessand participate
in education and trainingon thesamebasis asthosewithoutdisability (IBSA,2015).
The Disability StandardsforEducation 2005wereformed under theDisability Discrimination Act1992.They
clarifytheobligations of training providers to ensurethatlearners who havea disability areableto access and
participatein educationand training on thesamebasis asthosewithoutdisability.
Someexamples of reasonableadjustments could include:
 Personal supportservices,e.g.,a reader,Auslan interpreter,a scribe
 assistivetechnologyor special equipment,e.g.,screen readers,magnifiers,alternativekeyboards
 modifying thepresentation method,e.g.,visual,oral,print,electronic
 adjustments to timeframes,e.g.,providing materials priorto class,extended timelimits
 adjustmentof thephysical environment,e.g.,specificfurniture,arrangementof classroom.
Thedetermination of “reasonableness”requires judgementthatmusttakeinto accounttheimpacton theRTO
and theneed to maintain theintegrity of thequalification.Whilereasonableadjustments can bemadeto the
ways in which evidenceof performanceisgathered and demonstrated,thecriteriaformaking Competent/Not
Yet Competentdecisions(and/orawardinggrades) should notbealtered in any way.Thatisto say,the
standardsexpected shouldbethesame irrespectiveof thegroup and/or individual beingassessed (Disability
Standards forEducation2005).
Recognition ofPrior Learning(RPL) and Credit Transfers
Learners may apply for Recognition of PriorLearning(RPL) by providingevidencethatthey have therequired
skills and knowledgein thespecific areasofcompetency through work/industry experienceand/or completed
eligibleassessments inequivalentor higherqualification.
Appropriatecredittransfer maybegranted to eligiblelearners againsteachunitof competency on evidenceto
successful completionof thesameunitin an equivalentor higher nationallyendorsed qualification.Credit
transfer learnerswillfinishthecoursein a shorter duration and areadvised to consultappropriate
authorities/bodies for applicablecriteriaif planning furtherstudy or stay in Australia.
Applicants whohavecompleted formal training orwho haverelevantand currentworkor lifeexperienceand
consider they areableto meetthe unitpurposemay seek recognition.
Thecollegeacknowledges skills andknowledgeobtained through:

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 Formal training(conducted by industry or educational institutions in Australia oroverseas)
 Work experience
 Lifeexperience
The main focus isonthelearning outcomes of theseexperiences,noton how,when or wherethelearning
occurred.
To be granted RPL,applicants will beasked to:
1. Presentevidenceof their achievement;
and/or
2. Undertakea challengetest;
and/or
3. Attend an interviewwith specialiststaff.
This evidencewill bevalidated through either satisfactory supporting documentation ofsupportfroma
recognised industry or workplacerepresentativeor challengetesting
AcademicPoliciesand Procedures
Applicablepoliciesand procedurerelated to this courseincludingplagiarism,assessments,appealsand
complaints,can befoundwith thecoursecoordinatoraswell asin the“Policies and Procedures”sectionof the
college’s website.

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Reference
Armstrong, M. (2021). Performance management.
Benzaghta, M. A., Elwalda, A., Mousa, M. M., Erkan, I., & Rahman, M. (2021). SWOT analysis
applications: An integrative literature review. Journal of Global Business Insights, 6(1), 55-73.
https://digitalcommons.usf.edu/globe/vol6/iss1/5/
Bhana, A., & Bayat, M. S. (2020). The relationship between ethical leadership styles and employees
effective work practices. International Journal of Higher Education; Vol. 9, Issue 4.
Buckingham, M., & Goodall, A. (2015). Reinventing performance management. Harvard Business
Review, 93(4), 40-50.
Cappelli, P., & Tavis, A. (2016). The performance management revolution. Harvard Business
Review, 94(10), 58-67.
Cirillo, F. (2018). The Pomodoro technique: The life-changing time-management system. Random
House.
https://books.google.co.in/books?hl=en&lr=&id=TpbUDQAAQBAJ&oi=fnd&pg=PP6&dq=time+
management+principles+techniques&ots=ou8CkBJXCt&sig=YEkh-
yjnjOfWuunXxPXzP8stDu8&redir_esc=y#v=onepage&q&f=false
Doronina, E., & Khudaykulov, A. The principles of time management in the management activities
of business organization leaders.
https://www.ismaitm.lv/images/Files/Theses/2021/02_DBA/22_ITM2021_Doronina_Khudaykulov
.pdf
Khan, J. A., Rehman, I. U., Khan, Y. H., Khan, I. J., & Rashid, S. (2015). Comparison of Requirement
Prioritization Techniques to Find Best Prioritization Technique. International Journal of Modern
Education & Computer Science, 7(11). https://www.researchgate.net/profile/Javed-Khan-
21/publication/288683724_Comparison_of_Requirement_Prioritization_Techniques_to_Find_Best
_Prioritization_Technique/links/5adf2dfe458515c60f61d63d/Comparison-of-Requirement-
Prioritization-Techniques-to-Find-Best-Prioritization-Technique.pdf
Konsta, K., & Plomaritou, E. (2012). Key performance indicators (KPIs) and shipping companies

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performance evaluation: the case of greek tanker shipping companies. International Journal of
Business and Management, 7(10), 142.
Mkpa, M. A., & Ekoh-Nweke, A. C. (2019). PROFESSIONAL SELF DEVELOPMENT
STRATEGIES OF BASIC EDUCATION TEACHERS IN ABIA STATE, NIGERIA. European
journal of education studies.
Mone, E. M., & London, M. (2018). Employee engagement through effective performance
management: A practical guide for managers. Routledge.
Parmenter, D. (2015). Key performance indicators: developing, implementing, and using winning
KPIs. John Wiley & Sons.
Törnroos, M., Salin, D., & Magnusson Hanson, L. (2020). High-involvement work practices and
conflict management procedures as moderators of the workplace bullying–wellbeing
relationship. Work & Stress, 34(4), 386-405. https://sci-
hub.hkvisa.net/10.1080/02678373.2020.1801887

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