Documente Academic
Documente Profesional
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of
Management
Learning and Assessment Material
BSBWOR501A
MANAGE PERSONAL WORK
PRIORITIES AND PROFESSIONAL
DEVELOPMENT
BSBWOR501A
March 2008
Version 1
Page 1 of 39
Contents
Planning in its Larger Context - Working Backwards Through Any "System"
..
Quick Look at Some Basic Terms
The Story
.
Introduction - What Are Competencies? (And jobs, tasks, roles, etc.)
BSBWOR501A
Element of competency:
1. Establish personal work goals
2. Set and meet own work priorities
3. Develop and maintain professional competence
Goals
Goals are specific accomplishments that must be accomplished in total, or in
some combination, in order to achieve some larger, overall result preferred
from the system, for example, the mission of an organisation. (Going back to
our reference to systems, goals are outputs from the system.)
Strategies or Activities
These are the methods or processes required in total, or in some
combination, to achieve the goals.
Objectives
Tasks
Particularly in small organisations, people are assigned various tasks required
to implement the plan. If the scope of the plan is very small, tasks and
activities are often essentially the same.
4. Establish Goals
Based on the analysis and alignment to the overall mission of the system,
planners establish a set of goals that build on strengths to take advantage of
opportunities, while building up weaknesses and warding off threats.
Specific:
For example, it's difficult to know what someone should be doing if they are to
pursue the goal to "work harder". It's easier to recognise "Write a paper".
Measurable:
It's difficult to know what the scope of "Writing a paper" really is. It's easier to
appreciate that effort if the goal is "Write a 30-page paper".
Acceptable:
If I'm to take responsibility for pursuit of a goal, the goal should be acceptable
to me. For example, I'm not likely to follow the directions of someone telling
me to write a 30-page paper when I also have to five other papers to write.
However, if you involve me in setting the goal so I can change my other
commitments or modify the goal, I'm much more likely to accept pursuit of the
goal as well.
Realistic:
Even if I do accept responsibility to pursue a goal that is specific and
measurable, the goal won't be useful to others or me if, for example, the goal
is to "Write a 30-page paper in the next 10 seconds".
Time frame:
It may mean more to others if I commit to a realistic goal to "Write a 30-page
paper in one week". However, it'll mean more to others (particularly if they are
planning to help me or guide me to reach the goal) if I specify that I will write
one page a day for 30 days, rather than including the possibility that I will write
all 30 pages in last day of the 30-day period.
Extending:
The goal should stretch the performer's capabilities. For example, I might be
more interested in writing a 30-page paper if the topic of the paper or the way
that I write it will extend my capabilities.
Rewarding:
I'm more inclined to write the paper if the paper will contribute to an effort in
such a way that I might be rewarded for my effort.
the strategic planning process, but generally are eligible for use elsewhere):
Planning cannot guarantee the outcome you want. Instead, it can help you to
achieve something integral to any future success: readiness to face the
challenges that chance presents. Rule number one for coping with challenges
is to know what you're up against. Allow me to offer some of the pitfalls of
planning in the hopes that forewarned, you would be forearmed against them.
Planning isnt magic: You cant always get what you want.
Frequently, organisations contemplating new initiatives - a program, a facility,
staff expansion - begin by writing the last page of their plans, the one where
everyone lives happily ever after. But the process of planning is one of
research and investigation. Results can no more be predetermined than can
the outcome of a scientific experiment. Considering a major expansion of
activity means taking stock of organisational readiness in many ways. Is there
a need for the new activity? An audience or constituency? Do you have
access to the expertise? The material resources? The time required to do it
right? Planning is a tool that can help you decide whether to go forward, not
just how. If the answers to key questions are "no," then the outcome of
planning should be to postpone the contemplated expansion, working toward
readiness to tackle it farther down the road.
rushed plans end up half-baked ideas. Be realistic about what you can invest.
Find a way to plan that suits your available resources - time, energy, and
money.
Boilerplates and cookie cutters are the wrong tools for this
job.
Some planners opt for a "model" approach: all dance companies are
supposed to develop this way, media centres that way; here are the seven
4. Learn to delegate
Delegating is giving others the responsibility and authority to carry out tasks.
You maintain the accountability to get them done, but you let others decide
how they will carry out the tasks themselves. Delegation is a skill to learn.
Start learning it.
7. Recognise accomplishments
Our society promotes problem solvers. We solve one problem and quickly
move on to the next. The culture of many organisations rewards problem
solvers. Once a problem is solved, we quickly move on to the next to solve
that one, too. Pretty soon we feel empty. We feel as if we're not making a
difference. Our subordinates do, too. So in all your plans, include time to
acknowledge accomplishments - if only by having a good laugh by the coffee
machine, do take time to note that something useful was done.
On "Performance" in Organisations
Basic Steps
Various authors propose various steps for performance management. The
typical performance management process includes some or all of the
following steps, whether in performance management of organisations,
subsystems, processes, etc. Note that how the steps are carried out can vary
widely, depending on the focus of the performance efforts and who is in
charge of carrying it out. For example, an economist might identify financial
results, such as return on investment, profit rate, etc. An industrial
psychologist might identify more human-based results, such as employee
productivity.
NOTE: The following steps occur in a wide context of many activities geared
towards performance improvement in an organisation, for example, activities
such as management development, planning, organising and coordinating
activities.
1. Review organizational goals to associate preferred organisational
results in terms of units of performance, that is, quantity, quality, cost or
timeliness (note that the result itself is therefore a measure)
2. Specify desired results for the domain - as guidance, focus on results
needed by other domains (e.g., products or services need by internal
or external customers)
3. Ensure the domain's desired results directly contribute to the
organisation's results
4. Weight, or prioritise, the domain's desired results
5. Identify first-level measures to evaluate if and how well the domain's
desired results were achieved
6. Identify more specific measures for each first-level measure if
necessary
7. Identify standards for evaluating how well the desired results were
achieved (e.g., "below expectations", "meets expectations" and
"exceeds expectations")
8. Document a performance plan - including desired results, measures
and standards
9. Conduct ongoing
performance
observations
and
measurements
to
track
The Story
A Common Misunderstanding: "I'll Know Results When I See 'Em'"
Employee Ed is a new employee at a print shop. He has been hired to run a
machine that prints out high-quality pictures. The pictures go to other
departments, including the Catalogue Department, to use in brochures,
catalogues, advertisements, etc.
Ed's new supervisor, Supervisor Sam, is new on the job, too. He's worked
hard to get where he's at. He was an expert at running the collating machine.
Sam's machine took printed images from machines like Ed's and organised
them into the Catalogue Department's final product, a catalogue.
Sam doesn't like Ed at first. Ed looks just like Sam's brother whom Sam does
not like at all. Still, as a new supervisor, Sam tries to give Ed a chance.
Sam wants to be sure that Ed does a good job. He isn't all that sure what
"good job" means, but he thinks he'll know it when he sees it. So Sam sends
Ed to a course to learn how to run the print machine. The description of the
course said students would learn all about the machine. That should work out
fine.
Bob went on to explain. "A performance system makes sure we're fair to our
guys. They're getting paid what they're worth. They know what we want from
them. They know what we think about what they're doing. In the long run, all
of us in the company end up working toward the same thing. We're all pulling
on the same rope. Maybe the biggest advantage is that we're talking to each
other about what we're doing, if we're doing it right and if it's really what the
company needs. Besides, we managers should have to earn our own keep
around here, too. I want you to take part in our performance system, Sam. I'll
help you."
Over the next week, Sam carefully considered the measurements for Ed's
result. He realised that Ed really needed more training. "Thank goodness I
found this out now," Sam thought. Sam realised this whole situation wasn't
Ed's fault. He reminded himself that Ed was new, too. Sam talked to the
Training Department. They suggested that Ed go to a workshop where he
could actually get practice with the machine. Also, they helped Ed find some
free time on another machine during second shift. That way, Ed could get in
some more practice.
Ed attended the workshop. He told Sam it was hard, but he learned a lot more
about actually running the machine. He said the teacher showed him several
things that he could be doing a lot better. Ed was eager to get back to work.
Sam felt very relieved. This performance stuff seemed to be working out -and
it wasn't nearly as hard as he'd imagined.
Weighting Results
Several months later, Sam's boss, Bob, told all employees that he wanted
them to take part in a Quality Circle. Sam told Ed all about it.
Ed complained to Sam that he just wanted to run his machine. That's why he
accepted the job. That's what he wants to do.
Sam is now smart about results, measures and standards. He sends Ed to a
seminar on Quality Circles. Maybe that'll get Ed going in the Circles. Ed took
the seminar and, sure enough, came back all excited about Quality Circles.
Now he spends a lot of time around the coffee machine, telling other
employees how great Quality Circles are, where they started, etc.
Soon Sam tells Ed that he's not running his machine anymore. How's he
going to produce his results? Ed explains that he's doing his part for his
Quality Circle. Ed complains that Sam needs to make up his mind about what
he wants Ed to do.
Sam goes back to Boss Bob, asking for advice. How can he get Ed to work
the machine and be a good member of the Circle?
Bob explains that Sam needs Ed to run the machine and take part in the
Quality Circle. Bob notices that Sam seems puzzled. Bob explains, "Ed can
do both: run the machine and be a good Circle member. You just need to let
him know what your priorities are. Let Ed know how much time he can spend
on his machine and how much time in the Circle. Be as clear as you were
before about his results and how you'd measure them. In the performance
system, this is called weighting the results."
Mike warned, "That could scare them big time! No, keep 'em coming up with
good ideas. They're doing great!" Mike looked at his watch and said, "I've got
to take off. Sorry. Keep up the good work, Bob!"
Bob left Mike's office feeling very disappointed and sad. He thought, "We have
a performance management system. Ed's doing fine. Sam's doing fine. I'm
doing fine. Our department's doing fine. We're performing, right? Sure doesn't
feel like it, though."
So: All the Parts Are Doing Just Fine -- Yet the Organisation
Isn't Performing!
Employees, the department and management are all very committed and very
busy. Sam's focused on getting the most from his people, including Ed. So is
Bob. They all know the results they want, how they'll measure them and what
they consider to be great work. Yet the organisation really isn't performing. It's
idling along.
This situation is not uncommon.
Note that some experts assert that competencies should define the abilities
for someone to excel in a certain role, that is, meet high performance
standards, whereas other experts assert that competencies should define the
abilities to adequately perform the role.
Competencies are the abilities needed to conduct a role in an organisation.
Identifying competencies for a role is a very useful exercise to really get one
thinking about what's needed to carry out the role. Competencies descriptions
are usually worded in measurable terms, therefore they're useful for reference
when identifying training.
Below are some basic suggestions for developing a list of competencies
needed for a role.
1. When developing the list, try to think in terms of areas of knowledge
and skills. Review some examples of lists of competencies to get an
idea of how competencies are worded.
2. Conduct a job analysis to understand the various tasks in the job and in
what sequence. The analysis can include some or all of the following
suggestions, as well.
3. Observe the employee or employees as they as they perform the task
or conduct the role. What areas of knowledge do you see the
employees using? What skills do you see the employees performing?
4. Consider administering a questionnaire to the employee or employees.
On the questionnaire, ask them to describe certain practices and
procedures to carry out the task or perform the role in the best way
possible, e.g., for a managerial role, ask about the best way to conduct
performance appraisals, conduct hiring procedures, etc. Explain that
the questionnaire is to help the trainer help the employees to perform a
task or conduct a role better.
5. Consider interviewing a highly skilled employee or a group of
employees. Ask them to describe the necessary areas of knowledge
and skills for superior performance.
6. Ideally, get advice from customers about what knowledge and skills are
useful in delivering the best quality products or services to them.
7. Review the job description for all of the general responsibilities and
duties of the role. Note that job descriptions may not describe the
position in terms of needed areas of knowledge or skills
8. A generic list of competencies may already exist for a role. For
example, professional associations sometimes provide generic lists.
Once these goals are understood, the next question is: "How must I change
my work or my skills and knowledge to help the company achieve this goal?"
Too often, companies publish ambitious business goals, but no one bothers to
ask how those goals will be achieved or what changes will be necessary to
enable the company to meet those goals.
When you understand the changes you must make to help achieve the goals,
then you must ask: "What do I need to learn in order to make those changes?"
You can't change without learning. Learning may involve greater knowledge of
customers and markets, building new skills in order to work differently, and so
forth.
The next part of the learning contract deals with how the learning will take
place: Will I attend a company-sponsored training program, take a course at a
local college, read some books and articles, become an apprentice to
someone who is a master of the new skills - the list of potential learning
methods is very large (and will be the subject of another article in this series).
In planning your learning, you need to specify in the learning contract the
methods you will use, where you will find the learning resources you need,
and a schedule for completion of the specified learning activities.
I often recommend that employees, before undertaking any learning activity,
find someone inside or outside the company who has already mastered the
new skills or knowledge and who can act as a coach and answer the
employee's questions as they arise. Ideally, this is the employee's manager,
but the manager does not always have the needed expertise or the time to
acquire it. If you cannot find someone to act as a coach, then I recommend
that you find someone else who is learning the same skill or studying the
same material to be your "learning partner." By having a learning partner, you
will have someone to exchange questions and experiences with, and the two
of you can help each other study and discuss your experiences as you later
try to apply your learning to your jobs. If you cannot find a learning partner in
your group or your company, look for groups on the Internet who are
interested in the subject. The Internet can be a wonderful resource, and you
can get assistance from people all over the world, even if you do not know the
person and will never actually meet that person.
You also need to specify in the contract how you will demonstrate that the
learning has taken place - what will be the measure of your learning
achievements? Will you submit a report on what you have learned? Will you
take tests before and after the learning activities to show how much you have
learned? Will you demonstrate the skills for your manager?
Next, the learning contract must include a section on how you will apply your
learning to your job. This is where most corporate training programs fail - most
of the learning that takes place in formal training programs never gets applied
to the students' jobs - meaning that the company's investment in that training
is wasted. It is also the area where the employee needs the most assistance
from the manager. When you try out new skills, you will inevitably make errors
- no one can be expected to try something totally new and succeed the first
and every time. The manager must provide the opportunity to make errors and
must reinforce the employee's learning with coaching and reinforcement until
the new skills are mastered. Without this assistance from the manager, the
employee will quickly revert back to the old way of doing things when faced
with a problem - "Why should I risk making an error and being penalised by
my manager for trying the new methods when I can continue to do things the
old way - the way I know and with which I am comfortable. The old way may
not be the best way, but I know it works."
Finally, you must specify in the contract what difference in business results
are expected once you have applied your learning to your work. This ties back
to the first step in the learning contract, where you specified the company
business goals to which you contribute. By beginning with the end in mind, all
learning activities will be focused on specific, measurable, achievable
business results, for the individual, the group/function/department, and the
company as a whole.
Using the learning contract can also yield another benefit: When you can
demonstrate the direct connection between your learning activities and the
company's business results, no one will ever question the value of the training
programs or other learning activities you undertake. You will never be asked
to justify the investment in your learning, because the justification is built into
the plan from the beginning.
BSBWOR501A
3.
4.
Assessment Task
Prepare a detailed written report for your own professional development.
Include:
A list of the things you will need to do in order to achieve your career
direction
How you will balance your career objectives whilst still maintaining your
current competing commitments (i.e. Work/Family)
Alternatively, you may prepare a similar report using the above points,
detailing how you attained your current position.
Include with this report how your performance is measured within your current
organisation and provide copies of performance appraisal forms if you have
them.
BSBWOR501A
Unit Name:
Date of training/
assessment visit:
Yes
No
Not Satisfactory
BSBWOR501A
Unit Name:
Date of training/
assessment visit:
Yes
No
N/A
Not Satisfactory
Satisfactory
Feedback to trainee:
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Trainee signature:
_________________
(Manager signature)
_________________
(Date)
Assessment Strategies
C U R R E N T
Assessor Comments
C O M P E T E N C I E S
Oral/written questions
_____________________________________________
Activities
_____________________________________________
Workplace project
_____________________________________________
_____________________________________________
Other
_____________________________________________
_____________________________________________
Sufficient
Authentic
Current
Trainee Signature:
Supervisor Signature:
Trainer Signature
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D A T E _ _ _ _ _ _ _ _ _
The Trainee is
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D A T E _ _ _ _ _ _ _ _ _
DATE
F O R
R E A S S E S S M E N T :
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Company: __________________________________________________________________
Certificate:
II
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Date: ______/______/200____
in
Civil Construction
Extractive Industries
Food Processing
Hospitality
Process Manufacturing
Retail Operations
TDT (Warehousing)
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BSBWOR501A
March 2008
Version 1
Page 37 of 39
Date..
Instructions:
Please complete the questionnaire by circling the one number that best describes your answer to each
question. Please read each question carefully. For mailed surveys, place the completed questionnaire in
the enclosed reply paid envelope and post it back within seven days
Q1.
Thinking in general about the material you were given for this unit, how would you
rate it overall?
Agree
Strongly Agree
Dont know / NA
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Comments: Please expand on the above points if you rated any of them less than 3
BSBWOR501A
March 2008
Version 1
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Suggested Answers
BSBWOR501A
BSBWOR501A
March 2008
Version 1
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