BSBPEF501 Student Assessment KAM SING MATCHY LEUNG CIC193 Feedback

BSBPEF501 Student Assessment V2.0 Apr 2022 Page 1 of Career Solutions Group Pty Ltd The Trustee for Career Solutions Trust T/A Collins International College Leviathan Building, Level 4 -5, 283 -297 Bourke Street, Melbourne VIC 3000, Australia Student Assessment Assessment Resource Summary Unit Details BSBPEF501 Manage personal and professional development Assessment Methods Report Assessment Task 1 Questions & Answers Assessment Task 2 Project Assessment Task 3 Unit Summary

BSBPEF501 Student Assessment V2.0 Apr 2022 Page 1 of Career Solutions Group Pty Ltd The Trustee for Career Solutions Trust T/A Collins International College Leviathan Building, Level 4 -5, 283 -297 Bourke Street, Melbourne VIC 3000, Australia Student Assessment This unit describes the skills and knowledge required to implement systems and process that support the personal and professional development of self and others. The unit applies to individuals working in a range of managerial positions who are accountable for the development and performance of others. No licensing, legislative or certification requirements apply to this unit at the time of publication. Prerequisite Units There are no recommended pre-requisite units for this competency. Possible Co-requisite Units Competence in this unit may be assessed in conjunction with other units which together form part of a holistic work role. All products purchased remain the intellectual property of Collins International College. All rights reserved; no part of any publication provided by Collins International College may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Collins International College.

T h e A s s e s s m e n t P r o c e s s a n d S t u d e n t R i g h t s &

R e s p o n s i b i l i t i e s Submitting your Assessment Tasks: • When you have completed your assessment, you will need to submit them, according to the instructions provided to you by your trainer/ assessor. This may either be through TURNITIN or email or by hand to the assigned trainer/assessor. • You will be provided with a due date & you must make sure you submit your assessments in accordance with it. You may be required to apply for an extension if you require extra time, according to your CIC policies and procedures. • Make sure you keep a copy of your tasks before you submit them. CIC will need to keep them as evidence and may not be able to return them to you. • Task specific instructions can be found further in this document. Assessment Attempts and Resubmissions: You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will have to mark your result for the unit as 'Not Yet Competent' (NYC). You will then have to discuss alternative arrangements for re-assessment with the intervention team. The alternative arrangement may even include the student re-enrolling in the unit, participating in additional training or attempting the task again at a later date, so that skills and knowledge can be consolidated. These arrangements should be in accordance with CIC policies & procedures. When you are required to resubmit, you may be required to: • resubmit incorrect answers to questions (such as for written tasks and case studies) • resubmit all or part of a project, depending on how the error affects the overall outcome of the task • redo a role-play after being provided with appropriate feedback about their original performance • be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.

When you are required to resubmit, you'll be given a due date for your resubmission. All re-submissions will be conducted in accordance with the CIC policies and procedures. Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an overall outcome for the unit of Not Yet Competent (NYC). Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below. • cheating - seeking to obtain an unfair advantage in the assessment of any piece of work • plagiarism - to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished • collusion - unauthorised collaboration between students. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the CIC policies and procedures which may ultimately lead to an academic misconduct warning and you needing to complete the whole unit again. Assessment Appeals: If you don't agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow CIC process for appeals. Refer to your Student Handbook for more information about our appeals process. Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognized disabilities have the same learning opportunities and opportunities to perform and complete assessments as learners without disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. Your trainer/ assessor may also provide assistance / intervention during the assessments in the event that there is a risk of injury to the student or to the other members of the class. An adjustment is reasonable if it can accommodate the student's particular needs while also taking into account factors such as: • the views of the student • the potential effect of the adjustment on the student and others

• the costs and benefits of making the adjustment. Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable. 1 Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide reasonable adjustment in accordance with CIC Policies and Procedures which means there may be modification to the way in which evidence is gathered. This could include alternative methods of assessment. However, it will not change the standards or outcomes the student achieves. Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Reasonable adjustments made for you will be recorded in the space provided in the checklist for the relevant task & in the Unit Assessment Record sheet. Information about Assessment Assessment: Assessment is 'the process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or VET accredited course'. 2 Dimensions of Competency: To be competent, a person must show their ability to perform effectively in a broad capacity. The dimensions of competency ensure that the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, a person must demonstrate the following: • Task skills - These are the skills that are needed to perform a task at an acceptable level. They are usually described in the performance criteria and include knowledge and practical skills. • Task management skills - These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities as part of a job. • Contingency skills - These are the skills that are needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently. • Job role/environment skills - These are the skills that are needed to perform as expected in a particular job, position and location, and with others. These skills may be described in a range of variables and in the underpinning skills and knowledge. Principles of Assessment and Rules of Evidence: Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authority's Users' guide: standards for registered training organisations (RTOs) 2015 . 1 Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide . Retrieved fro m https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf . 2 Source: Australian Skills Quality Authority. (2019). Users' guide to the Standards for registered training organisations (RTOs) 2015 . Retrieved from https://www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.

Principles of Assessment - • Validity: 'Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires: - assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance - assessment of knowledge and skills is integrated with their practical application - assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations - judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.' • Reliability: 'Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.'  Flexibility: 'Assessment is flexible to the individual learner by: - reflecting the learner's needs - assessing competencies held by the learner no matter how or where they have been acquired - drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.' • Fairness: 'The individual learner's needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner's needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.' Students are required to sign the declaration in this Student Assessment booklet and ensure that they have advised the trainers/assessors if they have any special needs or considerations that may affect their ability to complete the assessments. Any reasonable adjustments to these assessments must be noted in the Assessment Record Tool for this unit &/ or in the checklist for the relevant task. Students are provided with information about the appeals process in the Student Handbook as well as on the CIC Website. Rules of Evidence - • Validity: 'The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.' • Sufficiency: 'The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner's competency.' • Currency: 'The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.' • Authenticity: 'The assessor is assured that the evidence presented for assessment is the learner's own work.' 3

Students are required to sign the declaration section in the Unit Assessment Record sheet and indicate that the work that they have submitted for assessment is their own. Practical tasks, observations and confirmation of skills by the assessor ensure that the assessor sees the student applying the skills and knowledge required for this unit. Third-party reports (where applicable) require third-party persons to confirm that they have observed the student undertake the tasks detailed in the checklist. 3 All italicised quotations in this section from Australian Skills Quality Authority. (2019). Users' guide to the Standards for registered training organisations (RTOs) 2015 . Retrieved from https://www.asqa.gov.au/sites/default/files/2020- 01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au. Glossary of Instructional Task Words: The assessment tasks use a range of instructional words, such as 'compare' and 'list'. These terms will guide the student and trainer/ assessor regarding the level of detail that must be provided in students' answers. Some questions will also tell the trainer/ assessor as to how many answers students need to give - for example, 'Describe three strategies...'. Use the following glossary as a guide to interpret the words in the tasks: • Analyse - This means the students should break an issue down into its component parts, identify them and explain how they relate. The issue has to be discussed in detail and methodically. • Define: This means that the student should explain, in their own words, the meaning or interpretation of a term or concept, including any qualities that are essential to understanding. • Describe - This means that the student should outline the most noticeable qualities or features of an idea, topic or the focus of the question. • Discuss - This means that the student must point out the important issues, features, key points and possible interpretations of the question, and debate these through argument, providing reasons for and against them. • Evaluate - This means that the student must judge or calculate the quality, importance, amount, or value of something. An in-depth answer must be provided with as much detail as possible. • Explain - This means that the student needs to make something clear or show their understanding by describing or providing information about a topic. They will need to make clear how or why something happened or why something is the way it is. • Identify - This means that the student must recognise something and indicate the required information. The length of the answer should be guided by what it is that they are being asked to identify. • List - This means that the student must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line. • Outline - This means that the student must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what they are required to outline. As long as the student includes the main facts or points, their response will be sufficient. • Summarise - This means that the student must express the most important facts or points about something in a concise way.

Purpose of the Assessment Task - 1 This activity will enable you to demonstrate the following skills:  Learning: o investigates and uses a range of strategies to develop personal competence  Reading: o analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning  Writing: o uses feedback to prepare reports that summarise ways to improve competence  Oral communication: o uses active listening and questioning to seek and receive feedback  Enterprise and Initiative: o identifies how own role contributes to broader organisational goals o considers organisational protocols when planning career development of self and others  Teamwork: o selects and uses appropriate conventions and protocols when communicating with diverse stakeholders o uses interpersonal skills to establish and build positive working relationships with others  Planning and organising: o plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare o identifies and uses appropriate technology to improve work efficiency  Technology: o uses technology to manage and prioritise work tasks. Purpose of the Assessment Task - 2 The answers to the following questions will enable you to demonstrate your knowledge of:  Roles and responsibilities of team members  Principles and techniques involved in the management or organisation of: o performance measurement o personal behaviour, self-awareness and personality traits identification o personal development plans o personal goal setting o task prioritisation  Common personal and professional development activities relevant to the industry  Technology to plan and prioritise work tasks  Techniques to manage health and wellbeing in the workplace  Organisation's human resources policies and procedures relevant to professional development. Purpose of the Assessment Task - 3 This activity will enable you to demonstrate the following performance evidence:  Develop and implement a plan for own personal and professional development  Manage personal and professional development of at least two other individuals. In the course of the above, the candidate must:  Identify roles and responsibilities of team members  Support two different individuals to develop work goals that align with their role and

responsibilities  Facilitate team member access to relevant personal and professional development activities  Use technology to organise and priorities tasks and commitments of a team or work area  Research and implement techniques for maintaining health and wellbeing of self and others  Develop personal work goals, plans and activities to meet work goals  Measure personal work performance, including assessing competency against competency standards  Participate in personal and professional development activities to develop professional competence Student Instructions The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. You should complete these as stated and as instructed by your trainer/assessor. • Assessment Task - 1 Report [Skills Activity] The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency - your assessor will provide further instructions to you, if necessary. • Assessment Task - 2 Written Questions [Knowledge Activity (Q & A)] The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.  Assessment Task - 3 Project [Performance Activity] The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook. • Submit your assessment by the date set by your assessor • The length of your answers will be guided by the description in each assessment • Do not plagiarise . Plagiarism is considered cheating. Please refer below for our policy in regards to cheating • Do not cheat during this assessment . Anyone caught cheating will automatically be excluded under the Disciplinary Rules and their opportunity for assessment will be subject to the outcome of an Appeal Process or Disciplinary Hearing • Ask your assessor if you do not understand a question . Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you • Reasonable adjustment : If you require any adjustments to accommodate a need in order to complete this assessment, please talk to your assessor. Arrangements will be put in place to ensure a fair and flexible approach is undertaken for this assessment. Please note that the range or nature of the adjustment will ensure that the outcomes of the unit are not compromised. • Accommodation for LLN and appeals process is available. Please alert your assessor if you feel this applies to you.

BSBPEF501 Student Assessment V2.0 Apr 2022 Page 10 of Career Solutions Group Pty Ltd The Trustee for Career Solutions Trust T/A Collins International College Leviathan Building, Level 4 -5, 283 -297 Bourke Street, Melbourne VIC 3000, Australia Student Assessment  RPL - Recognition of prior learning is available. Please alert your assessor if you feel this applies to you  Re-assessment : If you do not achieve the required standard, you will be given the opportunity to be reassessed by our Assessor. Arrangements will be made on an individual basis.  Feedback: Your assessor will provide feedback to students after the completion of the assessment. The trainer assessor will explain the appeals process.

Assessment Task 1: Report Answer the activity in as much detail as possible. Reference (if needed): • Learner Guide • PowerPoint Presentation 1. Over the course of this unit, produce a two-page written report documenting your performance and completion of the following tasks:  Use a range of strategies to develop personal competence  Identify and interpret organisational policies and practices  Seek feedback from relevant personnel to inform personal development planning  Use feedback to prepare reports that summarise ways to improve competence  Identify organisational goals and describe how your role contributes to it  Create a professional development plan for themselves or others  Establish and build positive working relationships with others  Plan and prioritise tasks to meet deadlines  Manage role responsibilities  Manage own personal welfare  Identify and use appropriate technology to improve work efficiency, and to manage and prioritise tasks. These tasks may be performed/completed in the workplace or a simulated workplace environment. This activity may be completed over the course of the unit. Report entries should briefly describe each situation; specifying which task you are referring to and including the actions you have taken to complete the task. Where possible, some of the tasks may be observed by the assessor if they wish. However, this activity will be marked based on the written diary evidence. Attach to your workbook and submit to the assessor on completion.

Report Use a range of strategies to develop personal competence - Set aside a sufficient amount of time for self-reflection - Collect relevant resources, such as your CV, records of workplace achievements, previous self- evaluation notes - Use a word processor or pen and paper for making notes - Consult authority figures and colleagues who know you best - Compare your knowledge and skills to the competency standards in your current or desired role - Be honest with yourself about your skills/knowledge - Ask yourself specific questions to yield specific answers. Identify and interpret organisational policies and practices - Human Resource Management (HRM) is the design of formal systems It is to ensure the effective and efficient use of human talent to accomplish the goals of the organization. A well designed HRM program should encompass appropriate employee evaluation, reward, diversity, and disciplinary programs. Seek feedback from relevant personnel to inform personal development planning - Surveys - Feedback boxes - Speaking directly to employees, clients, colleagues and other relevant personnel - Customer analytics - Usability tests - Social media channels. Use feedback to prepare reports that summarise ways to improve competence - Identify the skills and attributes you want to improve - Set SMART goals - Network with professionals or expertise - Seek for mentorship - Participate training seminars Identify organisational goals and describe how your role contributes to it - The organisational goal is to deliver a first-class customer experience to ensure high levels of customer satisfaction. - My role is General manager. A General Manager is responsible for improving efficiency and increasing departmental profits while managing the company's overall operations. They oversee several elements in a business, including hiring staff, operating budgets, and launching price promotions that could attract more customers. Create a professional development plan for themselves or others - Training days, seminars and workshops

Assessment Task 2: Written Questions Answer each question in as much detail as possible. 1. Determine the roles and responsibilities of three team members in your organisation or an example organisation provided by the assessor. (Max. 300 words) - Financial manager o Financial managers generally oversee the financial health of an organization and help ensure its continued viability. They supervise important functions, such as monitoring cash flow, determining profitability, managing expenses and producing accurate financial information. - HR manager o The Human Resource Manager will lead and direct the routine functions of the Human Resources (HR) department including hiring and interviewing staff, administering pay, benefits, and leave, and enforcing company policies and practices. - Marketing manager o Marketing managers are involved in every aspect of marketing, from putting together estimates and budgets for campaigns to submitting them for approval. They are in charge of crafting the message for their client to deliver across all forms of media. They may work with advertising agencies or prepare sales contracts. 2. Briefly explain the principles and techniques involved in the management or organisation of the following in your workplace (or an example workplace):  Performance measurement ▪ The most important aspect of measuring performance is identifying suitable and insightful performance indicators. This means identifying a variety of units of measurement (or performance indicators) that you can use to assess your output objectively.  Personal behaviour, self-awareness, and personality traits identification ▪ It includes practicing self-discipline, journaling, asking reflective questions and becoming aware of yourself talk. As well as asking for feedback from others, trusting your gut, practicing active listening, and staying true to your own core values and priorities.  Personal development plans ▪ A professional development plan (PDP) provides a list of actionable steps for achieving your career goals. It may be useful to create plans with each employee to provide them with direction on reaching their career aspirations and to support their professional development. A PDP can be produced in different formats to suit each person and their goals.  Personal goal setting ▪ It is important that they fit individual roles and responsibilities, and align with the organisation's vision and objectives. Goals should always be tangible and measurable so you can determine success. They should also be challenging and motivating for the team.  Task prioritisation. ▪ This could include personal, team and organisational demands which can become overwhelming if they are not managed properly. Establishing and maintaining priorities is one of the most effective ways to increase performance in the workplace. (Max. 500 words)

3. List three common personal and professional development activities relevant to your industry.  Implement cross-training assignments  Provide access to resources  Offer coaching and development. 4. What technology could be used to plan and prioritise work tasks? Summarise the features of this (Max. 150 words)  Google Tasks. Google Tasks is a to-do app that you can use to make notes of the important activities you have at hand. You can organize your tasks into lists, and set them for specific dates. You can prioritize your tasks and track them to completion. Here are some key benefits of using Google Tasks include: Easy-to-use drag and drop feature 5. Identify five techniques to manage health and wellbeing in the workplace.  Raising awareness of mental health and wellbeing through meetings, training, etc.  Encouraging communication in the workplace  Involving staff in dialogue and decision-making  Creating a culture of openness, i.e., having open conversations as a team about wellbeing, mental health, stress, etc.  Creating a good work/life balance, i.e., by working sensible hours, taking lunch breaks, annual leave, flexible working, etc. 6. Identify and summarise your organisation's human resources policies and procedures relevant to professional development. Alternatively, you may use an example organisation provided by the assessor. (Max. 300 words)  Staff members should meet at least annually, but preferably bi-annually, with their supervisor to develop and review career and professional development plans through the University's Staff Performance and Development Planning process (SPDP).  Wherever possible, it is preferable that professional development services and activities are conducted by staff members who are employed by the University. Sharing expertise with colleagues is an essential element of the collegial culture of the University and all staff members are expected to use their knowledge, skills and expertise to help develop their colleagues.  The University is committed to improving and extending career development opportunities for staff members. All general staff members shall have access to appropriate and relevant career development opportunities which include both training and internal promotion opportunities.  The University is committed to improving and extending career development opportunities for staff members. All general staff members shall have access to appropriate and relevant career development opportunities which include both training and internal promotion opportunities.  General staff members who undertake an approved course of study are eligible to apply for study leave. The course undertaken must be approved, prior to enrolment, by the managers/supervisor as a course of study relevant to the staff member's agreed professional development plan.  As a general principle, staff members undertaking part-time studies in an approved course will be expected to undertake at least half of their lectures, classes, tutorials etc. in their own time. The following provisions apply to absences within standard office hours. Staff members undertaking courses using distance learning are also eligible to apply for study leave in accordance with these provisions. Standing arrangements for study leave are subject at all times to the work requirements of the organisational unit and the satisfactory work and study record of the staff member.

Assessment Task 3: Project Answer the activity in as much detail as possible. Reference (if needed): • Learner Guide • PowerPoint Presentation 1. Develop a one-two page plan for your own personal and professional development. You will need to demonstrate that you can:  Identify and develop personal work goals, plans and activities to meet work objectives  Measure personal work performance, including assessing competency against competency standards  Identify and participate in personal and professional development activities to develop professional competence  Use technology to organise and prioritise tasks and commitments  Research and implement techniques for maintaining the health and wellbeing of yourself and others. 2. Manage the personal and professional development of two individuals. This can be two team members from your organisation or two other learners. Create a one-page development plan for each person. You will need to demonstrate that you can:  Identify and summarise their roles and responsibilities  Support the two individuals to develop work goals that align with their roles and responsibilities  Facilitate access to relevant personal and professional development activities  Research and implement techniques for maintaining the health and wellbeing of the team members/learners.

My personal and professional development Timeframe My personal goals are: My professional goals are: Next 12 months Improve My Body Language. The body language is nothing but non-verbal communication which includes the gestures and movements the project. Research has proved that the correct body language can help to connect effectively with others and convey the message across more efficiently. It conveys the assertiveness, confidence, and perseverance. Read More. Read Often. Nothing is more powerful than the treasure of knowledge and the best way to acquire this treasure is to read as much as you can. Acquiring new knowledge satisfies an individual's thirst for competence, which makes them eventually happier. Develop the habit of reading books that will help you to acquire new skills and as well as to polish the existing skills. Identified area of improvement or gap Briefly describe why this is a priority By when? Allocate the resources As a manager, resources can be limited but need to maximise its uses. Nothing should be wasted. The skill of allocating the resources such as human, times and money has to be mastered to improve the performance of the team. 6 months. Name of activity Details Benefits of activity Date Cost (if any) TED Ideas in Business TED, online. Offering many ideas great for business, providing inspiration. The most important it is free. 1 September 2023 -

Financial manager personal and professional development Timeframe My personal goals are: My professional goals are: Next 12 months Wake up Early. Develop the habit to get up early. The age old proverb which says: "Early to bed and early to rise makes a man healthy, wealthy, and wise!" has been coined owing to the multiple benefits of an early riser. In addition, studies show that early rises are happier, healthier, and more productive than their late rising counterparts. Improve public speaking and presentations. The modern workforce is dominated by meetings and those meetings are often dominated by PowerPoints and speaking. As part of this goal, research different presentation techniques (like TED talks) and also think about the layout and design of your PowerPoint presentation. Identified area of improvement or gap Briefly describe why this is a priority By when? Allocate the resources As a manager, resources can be limited but need to maximise its uses. Nothing should be wasted. The skill of allocating the resources such as human, times and money has to be mastered to improve the performance of the team. 6 months. Name of activity Details Benefits of activity Date Cost (if any) 1. Building Team Performance Australian Institute of Management, On- Campus Workshops or In- House Training Solutions Involve team members in planning and decision making while supporting them to take responsibility for their own work. Ensure your own contribution serves as a role model for your team. Develop team cohesion and a high- performance culture. Work 30 September 2023 $795

with the team to resolve issues, concerns and problems HR manager personal and professional development Timeframe My personal goals are: My professional goals are: Next 12 months Get Along With Others. It must always look for means to create a rapport with others. However, it needs to be honest and the primary objective should not be to manipulate others. Rather, it should learn the ways through which can relate and get along well with others. Master the Art of Conflict Resolution. Conflict is a part and parcel of life. The key is to develop the skill of conflict resolution. If possess the ability to resolve conflicts rationally and settle disputes amicably, it will certainly make more successful and happier. Identified area of improvement or gap Briefly describe why this is a priority By when? Communication and negotiation skills As a manager, have to communicate up, down and across the organization. You need to be able to get people to listen to you, remember and buy in to the goals and act on the information that you communicate to them. And you need to do all of this with diplomacy and tact. Negotiation Skills are a key part of every managers' role. You have to negotiate with colleagues, business partners, suppliers and clients. You need to be able to develop win-win strategies using the best practice of negotiations. You need to know when to negotiate and when to stop. 1 year. Name of activity Details Benefits of activity Date Cost (if any) Conflict Resolution Course PD Training, Gain a thorough understanding of the 16 September 2023 $726 or free for members

Details: Time: 9:00 AM - 4:30 PM Small classes, average 5 people, max 16 Lunch and refreshments included Pay on Invoice or by Credit Card sources, causes and types of conflict. Master all six phases of the conflict resolution process. Understand the five main approaches to conflict resolution. Learn to apply conflict resolution approaches. Learn how to use parts of the conflict resolution process to recognise and prevent conflict before it escalates. Develop communication tools such as agreement frames and open questions. Learn practical anger and stress management techniques

UNIT SUMMARY RESULT This form is to be completed by the Trainer/Assessor and attached as a summary page for each student. To provide the outcome of the Assessment, a photocopy will be given to the student. Student Name: Student ID No: Unit Start Date Unit End Date: Unit Code: BSBPEF501 Unit Title: Manage personal and professional development Please attach the following documentation to this form Result S = Satisfactory NS = Not Satisfactory Reassessment S = Satisfactory NS = Not Satisfactory Assessment Task 1  Report  S |  NS  S |  NS Assessment Task 2  Written Questions  S |  NS  S |  NS Assessment Task 3  Self-Personal and Professional Development Plan  Development Plans for 2 Peers  S |  NS  S |  NS Final Assessment Result for this unit  Competent  Not Yet Competent Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities for gap training etc): ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ____________________________ Signature: ____________________________ Date: ____/_____/_____ Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback Name: ____________________________ Signature: ____________________________ Date: ____/_____/_____ Administrative use only Entered onto Student Management Database  ________________ Date Initials

Student Assessment Receipt Student Name Student ID Unit Name Manage personal and professional development Unit Code BSBPEF501 Summary of Assessments Satisfactory Not Yet Satisfactory Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessor / Trainer Name: ___________________________ Assessor / Trainer Signature: ___________________________ Date: ___________________