Manage personal work priorities

Third Party Observations/Demonstrations

Unit of Competence (Code and Title)	BSBWOR501: Manage personal work priorities
Assessment	Third party

Part 1 – Preliminary questions for the third party

What is your relationship to the learner?
How long have you worked with the learner?
How closely do you work with the learner in the area being assessed?
What is your technical experience and/or qualification (s) in the area being assessed? (Include any assessment or training qualifications.)
In your opinion, does the learner: Ø Perform tasks to the industry standards? Ø Manage job tasks effectively? Ø Implement safe working practices? Ø Solve problems on the job? Ø Work well with others? Ø Adapt to new tasks? Ø Adapt to unusual or non-routine situations?

(Please circle yes or no)

Do you understand which evidence/tasks the learner has Yes No

provided/performed that you are required to comment on?

Has the assessor explained the purpose of the learner’s Yes No

assessment?

Are you aware that the learner will see a copy of this form? Yes No

Are you willing to be contacted should further verification of this Yes No

statement be required?

Part 2 – Main questions for the third party

Please indicate the type of evidence the learner has provided you with for each criteria:

Ø Direct – such as an observation of workplace performance by an assessor

Ø Indirect – such as a portfolio of evidence

Ø Supplementary – such as supervisor reports.

Please indicate if your observations were real-time (in the workplace) or simulated (demonstrations in a simulated environment).

Please provide your response, based on your observation (direct/indirect/supplementary) in the area marked below – attach an additional sheet(s) if required.In responding, please make sure to specify the manner of observation and address the following, to the extent appropriate:

Ø What did the learner do?

Ø When did s/he do it?

Ø When or over what period of time did s/he do it?

Ø How did s/he do it?

Ø What was the outcome?

Remember, as a third party, your information should be purely factual and not represent your opinion on the learner’s competency.

Third party observation

Tasks	Third party response based on observation(direct/indirect/supplementary – please indicate)
1. Serve as a positive role model in the workplace through personal work planning. The learner should be able to: Ø Lead by example and serve as a positive role model in the workplace by working to the best of their ability, being punctual and bringing their ‘A-game’ to every task Ø Use a variety of methods for personal work planning (such as creating a list of tasks and using a reminder system).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
2. Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities. The learner should be able to: Ø Set appropriate personal work goals, plans and activities Ø Follow work policies and procedures.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
3. Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur. The learner should be able to: Ø Measure personal work performance using a variety of performance indicators(e.g. income, expenditure and profit in $) Ø Conduct self-evaluations Ø Maintain performance in varying work conditions, work contexts and when contingencies occur.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
4. Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives. The learner should be able to: Ø Take initiativeand make decisions Ø Use a variety of methods to prioritise and facilitate competing demands (e.g. by creating a list of tasks, setting aside time for interruptions and unforeseen events).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
5. Use technology efficiently and effectively to manage work priorities and commitments. The learner should be able to: Ø Use technology to manage work priorities and commitments (e.g. by improving communication) Ø Conduct a cost-benefit analysis to know when to adopt new technology.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
6. Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to. The learner should be able to: Ø Maintain an appropriate work-life balance Ø Use a variety of methods for taking care of themselves (e.g. by eating healthy food) Ø Find additional support if necessary.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
7. Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans. The learner should be able to: Ø Take action to assess their personal knowledge and skills (e.g. by setting aside a sufficient amount of time for self-reflection, collecting relevant resources, and consulting authority figures and the colleagues who know them best) Ø Determine developmentneeds, priorities and plans.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
8. Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence. The learner should be able to: Ø Seek feedback using a variety of methods (e.g. surveys, feedback boxes, and customer analytics) Ø Reflect on feedback to identify and develop ways to improve competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
9. Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence. The learner should be able to: Ø Identify a variety of development opportunities (such as training days, lectures and the chance to shadow people with the skills, knowledge and experience they want to acquire) Ø Use a variety of methods to expand their expertise (e.g. by arranging work experience).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
10. Participate in networks to enhance personal knowledge, skills and work relationships. The learner should be able to: Ø Participate in networks in a variety of ways (e.g. by using business networking websites, face-to-face meetings, and conference calls) Ø Use several methods for effective networking (e.g. engaging in small talk, remembering people’s names, giving out business cards).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
11. Identify and develop new skills to achieve and maintain a competitive edge. The learner should be able to: Ø Use a variety of methods for developing skills (e.g. setting aside a certain amount of time each day for practice, enrolling on training days and courses).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
12. Use business technology to create and use systems and processes to organise and prioritise tasks and commitments. The learner should be able to: Ø Use technology to organise and prioritise tasks and commitments (e.g. by streamlining tasks, improving workplace communications and managing information).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
13. Measure and maintain personal work performance including assessing competency against competency standards and seeking feedback. The learner should be able to: Ø Measure and maintain their work performance levels in varying work conditions, work contexts and when contingencies occur Ø Use a range of units of measurement (performance indicators) to assess their performance Ø Conduct self-evaluations Ø Solicit feedback from clients, employees and colleagues.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
14. Maintain an appropriate work-life balance to manage personal health and stress. The learner should be able to: Ø Employ a range of techniques for taking good care of themselves (such as eating healthy food, getting a good night’s sleep and exercising regularly).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
15. Participate in networks. The learner should be able to: Ø Participate fully in networking events (such as training days, lectures, conferences, etc.).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
16. Develop a personal development plan which includes career objectives and an action plan. The learner should be able to: Ø Use a variety of methods to identify skills which, if acquired, will help them to improve their work performance Ø Anticipate a variety of learning barriers (by, for instance, adjusting workload, taking a break and/or finding extra support if necessary).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
17. Develop new skills. The learner should be able to: Ø Use a variety of methods for developing new skills (such as setting aside a certain amount of time each day for practice, breaking down larger goals into smaller targets and enrolling on training days and courses).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
18. The learner must demonstrate their learning skills by: Ø Investigating and using a range of strategies to develop personal competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
19. The learner must demonstrate their reading skills by: Ø Analysing and interpreting textual information from organisational policies and practices or feedback to inform personal development planning.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
20. The learner must demonstrate their writing skills by: Ø Using feedback to prepare reports that summarise ways to improve competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
21. The learner must demonstrate their oral communication skills by: Ø Using active listening and questioning to seek and receive feedback.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
22. The learner must demonstrate their ability to navigate the world of work by: Ø Understanding how theirown role contributes to broader organisational goals Ø Considering organisational protocols when planning theirown career development.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
23. The learner must demonstrate their ability to interact with others by: Ø Selecting and using appropriate conventions and protocols when communicating with diverse stakeholders Ø Using interpersonal skills to establish and build positive working relationships with others.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
24. The learner must demonstrate their ability to get the work done by: Ø Planning and prioritising tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare Ø Identifying and using appropriate technology to improve work efficiency.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:

Assessor’s third party checklist

This should be used by the trainer/assessor to document that observations/demonstrations carried out by the third partyare satisfactory, as relevant to the performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Have the third party observations been carried out correctly and successfully?				Yes No (Please circle)
Has the third party covered all relevant criteria in their observations?				Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature

Assessor Observations/Demonstrations

Assessor observation

Tasks	Observer response based on observation(direct/indirect/supplementary – please indicate)
1. Serve as a positive role model in the workplace through personal work planning. The learner should be able to: Ø Lead by example and serve as a positive role model in the workplace by working to the best of their ability, being punctual and bringing their ‘A-game’ to every task Ø Use a variety of methods for personal work planning (such as creating a list of tasks and using a reminder system).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
2. Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities. The learner should be able to: Ø Set appropriate personal work goals, plans and activities Ø Follow work policies and procedures.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
3. Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur. The learner should be able to: Ø Measure personal work performance using a variety of performance indicators (e.g. income, expenditure and profit in $) Ø Conduct self-evaluations Ø Maintain performance in varying work conditions, work contexts and when contingencies occur.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
4. Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives. The learner should be able to: Ø Take initiative and make decisions Ø Use a variety of methods to prioritise and facilitate competing demands (e.g. by creating a list of tasks, setting aside time for interruptions and unforeseen events).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
5. Use technology efficiently and effectively to manage work priorities and commitments. The learner should be able to: Ø Use technology to manage work priorities and commitments (e.g. by improving communication) Ø Conduct a cost-benefit analysis to know when to adopt new technology.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
6. Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to. The learner should be able to: Ø Maintain an appropriate work-life balance Ø Use a variety of methods for taking care of themselves (e.g. by eating healthy food) Ø Find additional support if necessary.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
7. Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans. The learner should be able to: Ø Take action to assess their personal knowledge and skills (e.g. by setting aside a sufficient amount of time for self-reflection, collecting relevant resources, and consulting authority figures and the colleagues who know them best) Ø Determine development needs, priorities and plans.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
8. Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence. The learner should be able to: Ø Seek feedback using a variety of methods (e.g. surveys, feedback boxes, and customer analytics) Ø Reflect on feedback to identify and develop ways to improve competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
9. Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence. The learner should be able to: Ø Identify a variety of development opportunities (such as training days, lectures and the chance to shadow people with the skills, knowledge and experience they want to acquire) Ø Use a variety of methods to expand their expertise (e.g. by arranging work experience).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
10. Participate in networks to enhance personal knowledge, skills and work relationships. The learner should be able to: Ø Participate in networks in a variety of ways (e.g. by using business networking websites, face-to-face meetings, and conference calls) Ø Use several methods for effective networking (e.g. engaging in small talk, remembering people’s names, giving out business cards).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
11. Identify and develop new skills to achieve and maintain a competitive edge. The learner should be able to: Ø Use a variety of methods for developing skills (e.g. setting aside a certain amount of time each day for practice, enrolling on training days and courses).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
12. Use business technology to create and use systems and processes to organise and prioritise tasks and commitments. The learner should be able to: Ø Use technology to organise and prioritise tasks and commitments (e.g. by streamlining tasks, improving workplace communications and managing information).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
13. Measure and maintain personal work performance including assessing competency against competency standards and seeking feedback. The learner should be able to: Ø Measure and maintain their work performance levels in varying work conditions, work contexts and when contingencies occur Ø Use a range of units of measurement (performance indicators) to assess their performance Ø Conduct self-evaluations Ø Solicit feedback from clients, employees and colleagues.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
14. Maintain an appropriate work-life balance to manage personal health and stress. The learner should be able to: Ø Employ a range of techniques for taking good care of themselves (such as eating healthy food, getting a good night’s sleep and exercising regularly).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
15. Participate in networks. The learner should be able to: Ø Participate fully in networking events (such as training days, lectures, conferences, etc.).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
16. Develop a personal development plan which includes career objectives and an action plan. The learner should be able to: Ø Use a variety of methods to identify skills which, if acquired, will help them to improve their work performance Ø Anticipate a variety of learning barriers (by, for instance, adjusting workload, taking a break and/or finding extra support if necessary).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
17. Develop new skills. The learner should be able to: Ø Use a variety of methods for developing new skills (such as setting aside a certain amount of time each day for practice, breaking down larger goals into smaller targets and enrolling on training days and courses).	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
18. The learner must demonstrate their learning skills by: Ø Investigating and using a range of strategies to develop personal competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
19. The learner must demonstrate their reading skills by: Ø Analysing and interpreting textual information from organisational policies and practices or feedback to inform personal development planning.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
20. The learner must demonstrate their writing skills by: Ø Using feedback to prepare reports that summarise ways to improve competence.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
21. The learner must demonstrate their oral communication skills by: Ø Using active listening and questioning to seek and receive feedback.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
22. The learner must demonstrate their ability to navigate the world of work by: Ø Understanding how their own role contributes to broader organisational goals Ø Considering organisational protocols when planning their own career development.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
23. The learner must demonstrate their ability to interact with others by: Ø Selecting and using appropriate conventions and protocols when communicating with diverse stakeholders Ø Using interpersonal skills to establish and build positive working relationships with others.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:
24. The learner must demonstrate their ability to get the work done by: Ø Planning and prioritising tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare Ø Identifying and using appropriate technology to improve work efficiency.	Type of observation/evidence:
	What did the learner do?
	When did s/he do it? Over what period of time?
	How did s/he do it?
	What was the outcome?
	Other relevant comments/evidence:

Assessor’s checklist

This should be used by the trainer/assessor to document the learner’s performance during observations/demonstrations, as relevant tothe performance criteria of this unit. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) in the observations or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date(s) of assessment
Have all observations been performed fully and as required to assess the competency of the learner?				Yes No (Please circle)
Has sufficient knowledge been displayed by the learner during all observations?				Yes No (Please circle)
Comments
Provide your comments here:
The learner’s performance was:	Not yet satisfactory		Satisfactory
If not yet satisfactory, date for reassessment:
Learner’s signature
Assessor’s signature

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