Fluent Essays

leadership and management materials with questionsPage | 28 Table of Contents 2 Table of Contents 3 Candidate Details 3 Assessment – BSBWOR501: Manage personal work priorities and professional development 4 Competency Record to be completed by Assessor 5 Observation/Demonstration 6 Activities 6 Activity 1A 7 Activity 1B 9 Activity 1C 10 Activity 2A 13 Activity 2B 14 Activity 2C 15 Activity 3A 16 Activity 3B 17 Activity 3C 18 Activity 3D 19 Activity 3E 20 Skills and Knowledge Activity 21 Major Activity 22 Appendices Candidate Details Assessment – BSBWOR501: Manage personal work priorities and professional development Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBWOR501: Manage personal work priorities and professional development. Remember to always keep a copy of your assessment before submitting. Name: _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Competency Record to be completed by Assessor Learner Name: __________________________ Trainer Name: __________________________ Date of Submission: __________________________ Date of Assessment: __________________________ The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as: Satisfactory (S) Non-Satisfactory (NS) Assessor Initials Activities 1A –Page | 94 BSBWOR501 Manage personal work priorities and professional development Learner Guide BSBWOR501 Manage personal work priorities and professional development Table of Contents Table of Contents 3 Unit of Competency 6 Performance Criteria 7 Foundation Skills 8 Assessment Requirements 9 Housekeeping Items 10 Objectives 10 1 . Establish personal work goals 11 1.1 - Serve as a positive role model in the workplace through personal work planning 11 The Transformational Leader 12 Trait theories 15 Contingency theories 15 Great Man theories 16 Participative theories 16 Behavioural theories 17 Situational theories 17 Follower Development 19 Learning Task One 21 Activity 1A 22 1.2 - Ensure personal work goals, plans and activities reflect the organisations plans, and own responsibilities and accountabilities 23 SMARTER goals 23 Learning Task Two 29 Activity 1B 30 1.3 - Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur 31 Learning Task Three 33 Activity 1C 34 2. Set and meet own work priorities 35 2.1 - Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives 36 The Priority Matrix 36 Learning Task Four 37 Action Plans 41 Activity 2A 42 2.2 Use technology efficiently and effectively to manage work priorities and commitments 43 Learning Task Five 47 Activity 2B 48 2.3 Maintain appropriate work-life balance and ensure stress is effectively managed and health is attended to 49 Learning Task Six 51 Activity 2C 52 3. Develop and maintain professional competence 53 3.1 - Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans 54 Learning Task Seven 56 Activity 3A 57 3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence 58 Learning Task Eight 60 Activity 3B 62 3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style(s) to develop competence 63 Action learning 64 Coaching 67 Exchange/rotation 67 Induction 68 Mentoring 69 Structured training programs 71 Learning Task Nine 71 Activity 3C 73 3.4 Participate in networks to enhance personal knowledge, skills and work relationships 74 How to network 75 Where can I network? 76 Learning Task Ten 78 Activity 3D 79 3.5 IdentifyBonnett C, Furnham A 1991 Who wants to be an entrepreneur? A study of adolescents interested in a Young Enterprise scheme. Journal of Economic Psychology 12: 465–78 Bruederl J, Preisendoerfer P, Ziegler R 1992 Survival chances of newly founded business organizations. American Sociological Re�iew 57: 227–42 Covin J G, Slevin D P 1986 The development and testing of an organizational-level entrepreneurship scale. In: Ronstadt R, Hornaday J A, Peterson R, Vesper K H (eds.) Frontiers of Entrepreneurship Research. Babson College, Wellesley, MA, pp. 628–39 Frese M (ed.) 2000 Success and Failure of Microbusiness Owners in Africa: A Psychological Approach. Greenwood, Westport, CT Hisrich R D 1990 Entrepreneurship�Intrapreneurship. Amer- ican Psychologist 45(2): 209–22 Lumpkin G T, Dess G D 1996 Clarifying the entrepreneurial orientation construct and linking it to performance. Academy of Management Re�iew 21(1): 135–72 McClelland D C, Winter D G 1971 Moti�ating Economic Achie�ement. Free Press, New York Miner J B, Smith N R, Bracker J S 1994 Role of entrepreneurial task motivation in the growth of technologically innovative firms. Interpretations from follow-up data. Journal of Applied Psychology 79(4): 627–30 Olson P D, Bokor D W 1995 Strategy process–content inter- action: Effects on growth performance in small, start up firms. Journal of Small Business Management 27(1): 34–44 Rauch A, Frese M 2000 Psychological approaches to entrepre- neurial success: A general model and an overview of findings. In: Cooper C L, Robertson I T (eds.) International Re�iew of Industrial and Organizational Psychology, 2000. Wiley, Chi- chester, UK, pp. 101–41 Robinson P B, Stimpson D V, Huefner J C, Hunt H K 1991 An attitude approach to the prediction of entrepreneurship. Entrepreneurship Theory and Practice 2: 13–31 Rotter J B 1966 Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs 609(80): 1 Schwenk C R, Shrader C B 1993 Effects of formal strategic planning on financial performance in small firms: A meta- analysis. Entrepreneurship Theory and Practice 17: 48–53 Sharfman M P, Dean J W 1991 Conceptualizing and measuring the organizational environment: A multidimensional ap- proach. Journal of Management 17(4): 681–700 Sonnentag S 1995 Excellent software professionals: Experience, work activities, and perceptions by peers. Beha�iour & Information Technology 14: 289–99 Swaminathan A 1996 Environmental conditions at founding and organizational mortality: A trial-by-fire model. Academy of Management Journal 39(5): 1350–77 Utsch A, Rauch A, Rothfuss R, Frese M 1999 Who becomes a small scale entrepreneur in a post-socialist environment: On the differences between entrepreneurs and managers in East Germany. Journal of Small Business Management 37(3): 31–41 Van Gelderen M, Frese M 1998 Strategy process as a charac- teristic of small scale business owners: Relationships with Plan for today’s session • General overview: key concepts: environment; nature & culture • What is Environmental Anthropology? What’s anthropology got to do with the environment? • Ecological issues like conserving biodiversity and climate change require ‘scientific’ responses, don’t they? • So what do anthropologists bring to the study of human relationships with nature? And how do anthropologists go about this? What’s anthropology got to do with the environment? • human activity impacts on the environment • humans interact with their environment more intensely than any other species (“we” use vast amounts of carbon, nitrogen, water, and other resources resulting in humans now being the main agents for environmental change) • In evolutionary terms human societies have moved from various modes of adaptation to general maladaptation • Humans are self-aware, cooperative, technological and social, not separate from other organisms just more complex in our interactions with our environments Typologies of Human Adaptation: • Modes of Subsistence/Adaptation • Hunting & Gathering/(Foraging) • Horticulture (or extensive agriculture) simple form of farming without aid of draught animals, ploughs, or irrigation • Pastoralism : based on herding the products of which (milk, curds, meat, hide, bones, etc.) are consumed directly and or used in exchange with others • Intensive Agriculture, use of draught animals, ploughs, and/or irrigation. Produces greater per hectare yields with less human labour than horticulturalists • Industrialism, entails complex division of labour & use of machines /fossil fuels to satisfy needs for food & manufactured goods Culture & the Environment • Questions about how people modify, symbolise and adapt to their immediate surroundings have occupied anthropologists since the discipline took form in the late 19th C • Anthropology in part has studied how humans came to live in such a diverse range of environments, and how they adapt and utilise the different resources these environments have to offer • Homo sapiens did all this largely through behavioural adaptations: human action in the environment a subtle combination of cultural and genetic processes (Ellen 2001) • These behavioural adaptations are socially transmitted, meaning they are cultural. Culture, Nature & the Environment • All humans have culture in terms of socialised set of assumptions and beliefs about the world and their place in it. • For all societies culture is a way of being, one dimension of culture is that it is a tool kit for survival in a particular place on the planet. • Likewise it is problematic to regard some societies as “living in harmony with nature” Culture: a thorny concept • culture is “made” by each generation not something organic, nor is it simply reproduced by a body of constraining traditions. • Culture is a dynamic mix of symbols, beliefs, languages and practices that people create, it iTable of Contents BSBMGT502 Manage people performance Learner Workbook Candidate Details 3 Assessment – BSBMGT502: Manage people performance 3 Competency Record to be completed by Assessor 4 Observation/Demonstration 5 Activities 6 Activity 1.1 6 Activity 1.2 - 1.6 8 Activity 2.1 11 Activity 2.2 - 2.4 14 Activity 3.1 - 3.5 16 Activity 4.1 - 4.6 20 Activity 4.7 23 Skills and Knowledge Activity 24 Major Activity 25 Appendices 26 Appendix One –Individual Work Plan 26 Appendix Two – Quantifiable Risk Analysis 27 Appendix Three Performance Management 28 Appendix Four Coaching plan 29 Appendix Five: HR Professional Consultation Template 30 Appendix Seven: Counselling Plan 31 Appendix Eight: Performance Plan 32 Candidate Details Assessment – BSBMGT502: Manage people performance Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBMGT502: Manage people performance. Remember to always keep a copy of your assessment before submitting. Name: _____________________________________________________________ Email: ___________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Competency Record to be completed by Assessor Learner Name: __________________________ Date of Submission: __________________________ Date of Assessment: __________________________ The learner has been assessed as competent in the elements and performTable of Contents BSBMGT502 Manage people performance Learner Workbook Candidate Details 3 Assessment – BSBMGT502: Manage people performance 3 Competency Record to be completed by Assessor 4 Observation/Demonstration 5 Activities 6 Activity 1.1 6 Activity 1.2 - 1.6 8 Activity 2.1 11 Activity 2.2 - 2.4 14 Activity 3.1 - 3.5 16 Activity 4.1 - 4.6 20 Activity 4.7 23 Skills and Knowledge Activity 24 Major Activity 25 Appendices 26 Appendix One –Individual Work Plan 26 Appendix Two – Quantifiable Risk Analysis 27 Appendix Three Performance Management 28 Appendix Four Coaching plan 29 Appendix Five: HR Professional Consultation Template 30 Appendix Seven: Counselling Plan 31 Appendix Eight: Performance Plan 32 Candidate Details Assessment – BSBMGT502: Manage people performance Please complete the following activities and hand in to your trainer for marking. This forms part of your assessment for BSBMGT502: Manage people performance. Remember to always keep a copy of your assessment before submitting. Name: _____________________________________________________________ Email: ___________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below: This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person. Learner 1: ____________________________________________________________ Signed: ____________________________________________________________ Learner 2: ____________________________________________________________ Signed: ____________________________________________________________ Learner 3: ____________________________________________________________ Signed: ____________________________________________________________ Competency Record to be completed by Assessor Learner Name: __________________________ Date of Submission: __________________________ Date of Assessment: __________________________ The learner has been assessed as competent in the elements and performBSBMGT502 Manage people performance Learner Guide BSBMGT502 Manage people performance Table of Contents Unit of Competency 6 Performance Criteria 7 Foundation Skills 9 Assessment Requirements 10 Housekeeping Items 11 Objectives 11 1. Allocate work 12 1.1 - Consult relevant groups and individuals on work to be allocated and resources available 13 Strategic goals 13 Tactical goals 13 Operational goals 13 Activity 1.1 16 1.2 - Develop work plans in accordance with operational plans 17 1.3 - Allocate work in a way that is efficient, cost effective and outcome focussed 17 Methods of workplace communication 19 Communication Skills for Managers 20 1.4 - Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 22 Performance standards 22 Developing performance standards 23 Code of conduct 23 1.5 - Develop and agree performance indicators with relevant staff prior to commencement of work 25 What are performance indicators? 25 How to develop key performance indicators 26 Developing Individual work plans 26 Work Plan Template 27 1.6 - Conduct risk analysis in accordance with the organisational risk management plan and legal requirements 29 Conduct risk analyses 29 Developing contingency plans 31 Activities 1.2 - 1.6 31 2. Assess performance 33 2.1 - Design performance management and review processes to ensure consistency with organisational objectives and policies 34 What is Performance Management? 34 Overview of performance assessment 34 The role of assessment in the performance process 35 What is a performance management system? 35 Essential elements of a performance management system 36 Follow your organisation’s policies and relevant legal requirements 40 What is a performance plan? 41 Developing individual performance plans 41 Activity 2.1 43 2.2 - Train participants in the performance management and review process 44 Adequate Training 44 2.3 - Conduct performance management in accordance with organisational protocols and time lines 46 2.4 - Monitor and evaluate performance on a continuous basis 47 Observational techniques to enhance performance 47 Activities 2.2 – 2.4 48 3. Provide feedback 49 3.1 - Provide informal feedback to staff on a regular basis 49 3.2 - Advise relevant people where there is poor performance and take necessary actions 52 3.3 - Provide on-the-job coaching when necessary to improve performance and to confirm excellence in performance 53 Excellence in performance… 53 On-the-job coaching 53 Dev