1. PART 1 being professional
CHAPTER 8
BSBWOR301 Organise personal work priorities and development
Introduction:
This unit of competency (UOC) describes the skills and knowledge required to organise own work schedules, monitor and obtain feedback on work performance, and maintain required levels of competence.
This unit applies to individuals who exercise discretion and judgment, and apply a broad range of competencies in various work contexts.

2. Required performance Know how to:
Prepare a work plan according to organisational requirements and work objectives
Use business technology to schedule, prioritise and monitor completion of tasks in a work plan
Assess and prioritise own work load and deal with contingencies
Monitor and assess personal performance against job role requirements by seeking feedback from colleagues and clients
Identify personal development needs and access, complete and record skill development and learning
The Performance Evidence summarised in this slide links to the assessment for this UOC.

3. Required knowledge Know about:
Outlining key provisions of legislation that relate to own work role
Describing goals, objectives or key performance indicators of own work role
Explaining ways to elicit, analyse and interpret feedback when communicating with other people in the workplace
Explaining the principles and techniques of goal setting, measuring performance, time management and personal assessment of learning and development needs
Explaining signs and sources of stress and strategies to deal with stress in the workplace
Identifying methods to identify and prioritise personal learning needs
The Knowledge Evidence summarised in this slide links to the assessment for this UOC.
The essential outcomes for this UOC are presented in three elements:
Contribute to workplace procedures for identifying hazards and controlling risks
Implement policies and procedures into work team processes
Support consultation, cooperation and communication

4. Organise work schedule
Focus of Element 1
Organise work schedule
Align with organisational requirements
Incorporate contingencies
Prioritise work tasks
Use business technology
Element 1: Organise and complete own work schedule
The focus of Element 1 is summarised in this image which incorporates aspects of the following performance criteria (explored in the next four slides):
1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements
1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes
1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans
1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
Information about organising work schedules on next slide

5. Align with work requirements
Work within job description requirements
Ensure practices meet organisational requirements as established in the service’s vision and mission statements, strategic plan and policies and procedures
1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements
See chapter for:
Description of a work schedule and how to contribute to organisational work practices
Definitions of vision statement, mission statement, philosophy and strategic plan
Example ECEC service organisational structure (Figure 1.2)
Activity 1.1—comparing Figure 1.2 and an alternative organisational structure
Information about working as a team member
Definitions of goal and QIP
At work scenario about a newly appointed educator being introduced to organisational requirements
Information about understanding, negotiating and agreeing workplace goals
Activity 1.2—reviewing job descriptions and researching Award conditions
Educator’s tip—reasons for seeking assistance from a supervisor when necessary and for following service policies and procedures
Information about performance reviews
Definitions of objectives and KPIs
Information about prioritising workloads on next slide

6. Tasks in order of priority
Prioritise workload
TO DO – week beginning:
Tasks in order of priority
Resources
Due date
Monday
Tuesday
Wednesday
Thursday
Friday
1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes
See chapter for:
Information about how work tasks link with job descriptions
At work scenario about a Certificate III educator developing a priority ordered pan
Educator’s tip about the value of developing a to-do list
Activity 1.3—developing a weekly to-do format (add additional detail to example shown on slide)
Information about incorporating contingencies on next slide

7. Incorporate contingencies
Contingency plans
CIRCUMSTANCE
PLAN
Accidents/incidents (e.g. WHS issues, a sick child or dealing with an irate or anxious parent)
Changes in budget allocations which may impact the availability of physical or human resources
Recycling or sourcing other physical resources
Rescheduling if not enough staff to assist
Problems with technology or other equipment
Competing work demands (e.g. two or more senior staff request tasks to be completed at the same time)
Environmental factors (e.g. changes in the weather such as rain, heat, extreme cold; bushfire smoke; faulty air conditioning; loud construction noise; etc.)
1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans
See chapter for:
Information about factors which can affect the achievement of work objectives
Definition of contingency
Activity 1.4–Discussing contingency plans for set scenario as on slide (model answers can be found in the online Solutions Manual)
Information about the need to meet legal and ethical requirements
Activity 1.5—Accessing more information about legal and ethical requirements in relation to a Certificate III-trained educator
Information about using business technology effectively on next slide

8. Use business technology
1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
See chapter for:
Information about when an educator would need to use technology at work
Sustainability tip re conservation and uses of resources when using technology
Information about effective use of business technology
Activity 1.6—considering which technology skills are applicable for educators
Educator’s tips linking PD computer skills to performance reviews
Information about preventing injuries associated with using technology (see slide image)
Recommendations for workstation set up to reduce injuries

9. Report quality concerns
Focus of Element 2
Monitor own work performance
Monitor and adjust work performance to ensure compliance
Check work practices
Evaluate and act on colleague and client feedback
Seek feedback
Identify and report on service products and services which do not meet required standards
Report quality concerns
Identify signs and sources of stress, and access support and resolution strategies
Resolve stress issues
Element 2: Monitor own work performance
The key aspects of Element 2 are summarised in this image which incorporates aspects of the following performance criteria and are explored in the next four slides:
2.1 Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs
2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements
2.3 Routinely identify and report on variations in products and services according to organisational requirements
2.4 Identify signs of stress and effects on personal wellbeing
2.5 Identify sources of stress and access appropriate supports and resolution strategies
Information about checking work practices through the development of SMART goals on next slide

10. Define SMART goals
2.1 Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs
See chapter for:
Information about assessing own work performance and links to NQS 7.2.2
Information about using SMART goals
At work scenario about an educator establishing SMART goals
Activity 1.7—developing a self-assessment checklist (ideas for self-assessment checklist in Solutions Manual)
Information about seeking and acting on feedback on next slide

11. Seek and act on feedback
2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements
See chapter for:
Information about responding appropriately to feedback
At work scenario about ways to respond to feedback
Information about identifying and reporting in quality concerns on next slide
Responding appropriately to feedback in the workplace is an important aspect of improving workplace practices

12. Report quality concerns
Need to identify and report products and services which do not meet organisational requirements
Need to follow service policies and procedures for reporting which may include completing complaint forms
2.3 Routinely identify and report on variations in the quality of products and services according to organisational requirements
See chapter for:
Information about products and services, and how organisational standards need to be met
Information about how to report quality concerns
Activity 1.8—accessing workplace complaint forms
Information about developing strategies to cope with stress which could impact work performance on next slide

13. Resolve stress issues Identify causes of stress
Access support (e.g. employee assistance program and online resources)
Aim to create a work-life balance to support emotional wellbeing and
reduce stress
2.4 Identify signs of stress and effects on personal wellbeing
2.5 Identify sources of stress and access appropriate supports and resolution strategies
See chapter for:
Information about developing strategies to cope with stress in the workplace
Activity 1.9—accessing Kidsmatter resources which aim to help educators cope with stress in the workplace
Educators tip about creating work-life balance

14. Focus of Element 3 Co-ordinate personal skill development
Identify PD needs
Plan for PD
Complete PD
Seek formal and informal feedback
Element 3: Co-ordinate personal skill development and learning
The key aspects of Element 3 are summarised in the slide image which encapsulates the core aspects of the following performance criteria and are explored in the next four slides:
3.1 Identify personal learning and professional development needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements
3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development
3.4 Incorporate formal and informal feedback into review of further learning needs
Information about identifying PD needs on next slide

15. Identify PD needs
Act on advice from colleagues and clients
Consider organisational requirements
Identify own skills gaps (e.g. use CSfW core skills criteria)
3.1 Identify personal learning and professional development needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements
See chapter for:
Need to identify professional development needs
Explanation of the need for a regular review cycle and links to NQS 7.2.2
Definition of employability skills
Definition and information about training needs analysis
At work scenario about undertaking a training needs analysis
Information about the Core Skills for Work Developmental Framework (CSfW) plus Table 1.1
Educators tip about the CSfW five stages of performance
Activity 1.10—determining own strengths and areas for improvement using the list of employability skills
Information about planning PD on next slide

16. Plan for own PD
3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
See chapter for:
Information about prioritising and planning for PD opportunities
Definition of in-house training
Information about ensuring own plans align with service requirements
Example PD plan as in-slide image
Activity 1.11—researching online for possible external training opportunities
At work scenario—establishing long-term goals (example)
Information about submitting PD plans to a supervisor
Information about completing PD on next slide
Example excerpt from a personal professional development plan

17. Complete PD Record learning and share with others
Actively participate
Record learning and share with others
Review and determine future learning needs
3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development
3.4 Incorporate formal and informal feedback into review of further learning needs
See chapter for:
Information about appropriate ways to participate in and record PD
Activity 1.1—listing items to be included in a personal development portfolio of evidence
Information about reviewing PD and incorporating feedback into this review to help determine future learning needs

18. Key aspects of BSBWOR301
Taking responsibility and ensuring that work practices are appropriately planned and completed according to own job description and organisational requirements
Identifying personal skills gaps and actively participating in professional development opportunities
Using initiative but ensuring that a supervisor’s input is sought and acted on
Use online case study and accompanying questions as a holistic representation of this UOC.