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Student Workbook
Acknowledgment
Innovation and Business Industry Skills Council (IBSA) would like to acknowledge
The Indigenous Lead Centre for their assistance with the development of this
resource.
Writers: George Somerville, Jeff Golding, Paulette Threadingham
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2010 Innovation and Business Industry Skills Council Ltd
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Table of Contents
Introduction ............................................................................................................. 1
Features of the training program ..................................................................... 1
Structure of the training program .................................................................... 1
Recommended reading .................................................................................... 2
Section 1 Establish Personal Work Goals .......................................................... 3
What skills will you need? ................................................................................ 3
Positive role-modelling...................................................................................... 3
Setting personal work goals ............................................................................. 7
Measuring personal performance ................................................................. 20
Section summary ............................................................................................ 22
Further reading................................................................................................ 22
Section checklist ............................................................................................. 22
Section 2 Set and Meet Work Priorities ........................................................... 23
What skills will you need? .............................................................................. 24
Prioritising competing demands .................................................................... 25
Managing work priorities and commitments ................................................ 30
Maintain appropriate work-life balance......................................................... 35
Section summary ............................................................................................ 41
Further reading................................................................................................ 41
Section checklist ............................................................................................. 41
Section 3 Develop and Maintain Professional Competence .......................... 42
What skills will you need? .............................................................................. 43
Determining development needs................................................................... 43
Making the most of feedback ........................................................................ 48
Learning your way ........................................................................................... 50
Networking....................................................................................................... 53
The competitive edge ..................................................................................... 58
Section summary ............................................................................................ 61
Further reading................................................................................................ 61
Section checklist ............................................................................................. 61
Glossary ................................................................................................................. 62
Appendices ............................................................................................................ 63
Appendix 1 Personal SWOT analysis worksheet........................................ 63
Appendix 2 Time log .................................................................................... 64
Appendix 3 Indicators of stress .................................................................. 65
Appendix 4 Personal development plan .................................................... 66
Appendix 5 Ten-year gap analysis .............................................................. 71
Appendix 6 Answers to select learning activities ...................................... 72
Student Workbook
Introduction
Introduction
This unit looks at the demands that are placed on you as a frontline manager, and
the strategies needed to find a comfortable balance between the competing
demands of work and life.
Innovation & Business Skills Australia has licensed the use of over 200 video
vignettes from the Channel 9 television program, Your Business Success. The
videos have been carefully selected and embedded into relevant learning and
assessment resources in order to assist education providers and students in the
learning process.
Each video is accompanied by a learning activity. Videos can be found on IBSAs
YouTube channel at <http://www.youtube.com/ibsachannel>.
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Introduction
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Recommended reading
Some recommended reading for this unit includes:
Cole, K. 2010, Management: Theory and Practice, 4th edn, Prentice Hall,
Pearson Publishing, Australia.
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Positive role-modelling
Role models
The ability to be a positive role model in the workplace is an essential quality for a
manager. Role models have a profound effect, modelling appropriate behaviour,
offering advice, projecting a positive image and encouraging others.
Inexperienced workers look to role models to see how things are done; for cues on
acceptable behaviour. They look to managers and more experienced workers to
show the way. These role models strongly shape their workplace performance.
The scenario below provides an example of a manager acting as a negative role
model. If you were Shirley, would you feel motivated to work hard and improve?
Can you identify the negative behaviours Mary is displaying? How should she have
behaved to act as a positive role model?
Scenario: Marys situation
Mary is a team leader in a busy call centre. She has been working for the
organisation for several years and has become cynical after being overlooked
for promotion several times.
A month ago, Mary was instructed to carry out performance appraisals with her
team by the floor manager, Sean. The process is supposed to involve both Mary
and her employee completing forms to review the employees work, and then an
interview where areas and strategies for improvement are identified.
BSBWOR501A Manage personal work priorities and professional development
2010 Innovation and Business Industry Skills Council Ltd
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Shirley is a member of Marys team. She has been working at the call centre for
six months and has not been through the appraisal procedure before. Last week
Mary gave her an appraisal form to complete and arranged for Shirleys
interview to be held at 3.30pm next Wednesday.
After spending half a day completing her form, Shirley is looking forward to
some feedback on her performance and the opportunity to identify some areas
in which she can improve.
When Mary arrives for the interview, she is fifteen minutes late. Shirley can also
see that Marys review form hasnt been completed. Mary tells Shirley she is
keen to get the interview over with and is about to start talking when her mobile
phone rings. Mary makes no attempt to excuse herself, turns her back to Shirley
and proceeds to discuss a personal problem with a friend for the next five
minutes, while Shirley waits patiently
Once the call is over, Mary tells Shirley to just leave her form and that she
hasnt got time to do the interview. Mary complains to Shirley that the appraisal
process is an unwanted distraction, and that it is just a hoop she has to jump
through because she has been told to by that Mr Bean look-a-like, Sean.
Shirley is angry when she leaves. She decides she will not put much effort in
next time and decides it is not worth striving to better herself in her work role if
she is not going to receive support from her manager.
Being a role model is not about acting like a saint at all times. Sharing your life
experiences, both good and bad, can help other workers learn the best practices
and avoid the pitfalls that you have already encountered.
Making a list of your personal role models can help clarify your own approach to
life and work. Your role model may be famous, or just someone whose values and
behaviour inspired you at some time in your life. Often it is the memory of the little
things that someone did that stays the longest.
The following activity will give you an opportunity to reflect on the significant
people in your past.
Learning activity 1.1: Role models
Take a minute to think about who's inspired you. Write down their names, what
you admire about them, and how you can incorporate more of those traits into
your daily life.
Non-work role models:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Mentoring
Coaching
Isaneffectivesolutionwherethereare
specifictaskstobemasteredorskill
setstodevelop.Mentoringisa
hierarchicalrelationshipwherethe
senior(experienced)personinan
organisationacceptstheresponsibility
ofpassingonknowledgeandskillstoa
morejunior(lessexperienced)
individual.Thementorisoftenthe
employeesboss.Anapprenticeshipis
anexampleofaformallycontracted
mentoringrelationship.
Focusesonimprovingawiderrangeof
workandlifeskills,withtheemphasis
onmonitoringanindividualsoverall
progress.Itisacontinualprocessthat
isbasedonprovidinginstruction,
supportandobjectivefeedback.
Coachingismosteffectiveinresponse
toaperformanceissue,orwhenthere
isaneedforamoreholisticpersonal
development,asopposedtothe
learningoftasksandskills.A
workplacecoachhelpsworkersto
achieveshort andlongtermgoalsand
provideopportunitiestoempower
stafftorealisetheirpotential.
In each instance, the driving force is the relationship between the two people
involved in the process. The dynamics and the quality of this relationship must be
based on mutual trust, respect and open communication. A sense of ownership,
pride, and loyalty are among the many positive outcomes that result from this
approach to personal management. Additionally, a worker with a positive outlook
is in a better position to deal with new challenges.
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has good listening skills (active/attentive listening) and can ask the right
questions
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Isitpositive?
Iwillgetajobinthebankingindustrywithinthenexttwelvemonths.
Avoidtheuseofnegativewordslike;dont,wont,lose,stop.State
whatyouwant;clearlyandinpositiveterms.Iwilleathealthyfood
anddrinkplentyoffreshwaterisfarbetterthanIwillstopeating
friedfoodandloseweight.
Isitmine?
Thegoalmustbesomethingyouwant,notwhatsomeoneelse
expectsofyou.Anexampleofagoalthatisnotmeaningfulis:Iwill
workinmyfamilybusinessbecausemyfatherwantsmeto.
Isitachievable?
Thegoalmustbeachievablegiventheresourcesavailabletoyou.I
willbuyawaterfronthouseonSydneyHarbourmaynotberealistic.
Stepuptobiggoalsbysettingsmalleronesintherightdirection.
Isitspecific?
Canyousee,touch,taste,smellandhearwhatitisliketohaveyour
goal?Iwouldlikeanewhouse,betterjobandmoremoneyisjust
wishing.Specify,infinedetail,exactlywhatthegoalwillbelikeonceit
isachieved.Inbusinessplanning,thesespecificsformthekeyresult
indicators.
Isittimed?
Setaspecificdateforwhenthegoalistobeachieved,otherwiseit
maybeforeverinthefutureandnotmakeitswaytothepresent
moment.
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10
lth
10 Friends
10 Fitness
10 Spirit
10 Finances
10 Achievements
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Resources
You cannot 'do' a goal. Instead you must acquire the things that enable it to
happen. Resources are the things that need to be in place to enable a goal
outcome to be achieved. They can be:
Personal resources:
strength
skill
courage
knowledge
self belief
qualifications.
determination
Physical resources:
tools
phone
equipment
vehicle
computer
Financial resources:
Human resources:
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Organisational goals
You must take into account the values and the goals of your organisation when
you establish your personal work goals.
The traditional model of company goal-setting starts at the top, with executive
management deciding the future course of the company. To help steer the
company in the desired direction the management establishes a corporate
strategy. This strategy establishes the principles on which the company will
proceed. These principles take the form of: a set of values, a vision statement and
a mission statement.
Corporate values: each organisation has a set of values which describes the way it
wants to do business. It states what the company holds important and establishes
the behaviour it expects from its workers. The values statement identifies the
territory in which the company operates and provides a road-map for workers if
they are unsure of what the company stands for.
Vision statement: this document sets out what the company wants to achieve. It is
a simple yet powerful statement of the companys intentions and is designed to
immediately identify its goals to the workers, the customer and the public. It is a
small paragraph that provides a positive image of the future. A well written vision
statement is both memorable, inspirational and meant to be durable over time.
BSBWOR501A Manage personal work priorities and professional development
2010 Innovation and Business Industry Skills Council Ltd
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customer service
employee relations
These statements form the backbone of the companys operations. They send a
clear message to staff, customers, shareholders and the community as to the
aims and aspirations of the organisation. Good managers will ensure that all their
workers are aware of the corporate strategy and their personal role in the process.
Learning activity 1.7: Corporate strategy
Identify and read an organisations goals (your own, your trainers, another) by
accessing the documents listed above.
Provide some thoughts on what you discover:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Organisational plans
Planning is simply the formal documentation of the goal setting process. Once the
direction and goals of a company have been established a set of plans is
prepared. Plans are constantly monitored to ensure that changes in the operating
environment are responded to effectively and efficiently.
Business plans: organisations of every size are required to have a business plan.
The business plan outlines the strategies required to achieve the companys
vision and mission. In some older traditional industries, the business plan may
have a strategic outlook of several years. In other organisations, the planning
process can change rapidly in response to changing business conditions and
technologies. Cole (2010) identifies four key areas of business plan development:
1. Who are we? It is important to include all employees in the development of
the companys vision and mission.
2. Where are we now? This involves a detailed analysis of products, services,
employees, customers and competitors.
3. Where do we want to be? The business plan establishes goals and
objectives that include measurable outcomes and key indicators of
success.
4. How will we get there? What are the actions and strategies that are
required to achieve the desired outcomes?
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The business plan is a tool that provides strategies for bridging the gap between
the companys current situation and its vision of where it wants to be.
Learning activity 1.8: Business plans
Find an organisations business plan (your own, your trainers, or another). What
are some of the strategies it outlines for achieving the organisations vision and
mission statements?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Operational plans: each section manager is responsible for contributing to the
overall business plan. Operational plans address the specific projects that will
contribute to the overall outcomes. They are specific e.g. to expand the customer
car park. They have a shorter and specified time frame e.g. by 31st October. They
clearly identify who has responsibility for each action.
In operational planning, think: how, when, why, what, who and where. Operational
plans will also clearly specify the financial, human and physical resources that are
required for each project, contributing to budgeting and supply planning
elsewhere in the organisation.
Ethical plans: commercial companies aim to make money, service agencies aim
to help people and change agencies aim for things to be done differently. These
are called the bottom lines.
However, focussing solely on the bottom line can stop us from seeing the larger
picture. No company operates in a vacuum; we are all a part of a bigger corporate,
social and physical environment. Organisations are becoming increasingly aware
of their role as a corporate citizen. Business planning now takes in account a wide
range of factors including:
1. Social: how does the company engage the local and wider community as a
corporate citizen? Do they give back to the community in some way?
2. Cultural: do the companys operations take into account the cultural
heritage of the area it interacts with? Does it have a management plan
that considers all stakeholders in the project?
BSBWOR501A Manage personal work priorities and professional development
2010 Innovation and Business Industry Skills Council Ltd
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Ethical:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Environmental:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Legal:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Planning and people
The key resource in any business plan is the human resource. No amount of
money and physical resources will achieve the company vision without people. It
is critical to the overall outcome that employees are managed well and cared for
responsibly. To do this, each company establishes a set of policies and
procedures and ensures that employees are aware of their individual
responsibilities and accountabilities.
Policies: a variety of policies are developed and monitored. These include:
worker consultation.
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operational guidelines
industry awards
position descriptions
performance appraisals
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Weaknesses
Opportunities
Threats
are any of your colleagues competing with you for projects or roles?
is your job (or the demand for the things you do) changing?
Performing this analysis can provide crucial information. It can point out what
needs to be done and put perceived flaws into perspective. Look at your strengths
to see if these can open up any opportunities. Then consider your weaknesses
and what opportunities you could open up by reducing or eliminating them.
Learning activity 1.12: Personal SWOT
Use chart paper and crayons to complete a poster-sized personal SWOT
analysis. Use plenty of colours and draw illustrations, particularly of your
strengths. Summarise the outcome of this exercise:
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Section summary
You should now understand how to define a set of clear goals that take in to
account a wide range of work and personal considerations. You should also be
able to measure your personal performance and identify opportunities for
personal development.
Further reading
Cole, K. 2010, Management: Theory and Practice, 4th Ed, Prentice Hall,
Pearson Publishing, Australia.
Section checklist
Before you proceed to the next section, make sure that you are able to:
serve as a positive role model in the workplace through personal work
planning and organisation
ensure personal work goals, plans and activities reflect the
organisations plans, and own responsibilities and accountabilities
measure and maintain personal performance in varying work conditions,
work contexts and contingencies.
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no business plans
no organisational charts
no mission statements
At the age of 21, Ricardo Semler took over the reins of his fathers traditionallyrun, Brazilian manufacturing business, SEMCO, in 1980. Semler believed there
was a better way to run a workplace. He threw out the procedures manual and
went on to create one of the most controversial management styles in the
history of business. Semler gave his employees the freedom to blend their work
life and personal life with enthusiasm and creativity.
Semler challenges us to think of better ways to do our job. Given an open mind
to job design and some research into modern technology, most managers can
move towards a more flexible approach to work and life.1
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eat breakfast
have lunch
eat dinner
go to bed.
eat breakfast
have lunch
eat dinner
go to bed.
Modern life is fast, exciting and full of options that did not exist even 20 years
ago. Our medieval friend probably had no thought of ever leaving the village.
Today you can access almost unlimited information from your desk, instantly
communicate with people and businesses worldwide and buy and sell products
while flying from one continent to another.
The choices you have now are almost endless. Even choosing what breakfast
cereal to buy at the supermarket can be challenging, given the row upon row of
different products staring back at you from the shelves. How do you make
decisions when faced with a mind-boggling array of choices?
There is no doubt we are stronger and healthier and live longer than our medieval
ancestors, yet many believe we are less healthy at the mental, emotional and
spiritual levels.
Develop a personal strategy
One of the key challenges of our modern world is to develop a personal strategy
for dealing with choices. This strategy must involve you taking the initiative and
having a sound method to enable you to control the process. You need to be the
dog, not the dogs tail!
In the management literature there are a hundreds of formalised processes for
prioritising, decision-making, action planning and so on. One of the more useful
strategies is called the urgent-important matrix:
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urgent
important
1 -- DO NOW
2 -- PLAN TO DO
emergencies, complaints
and crisis issues
planning, preparation,
scheduling
research, investigation,
designing, testing
networking relationship
building
thinking, creating,
modelling, designing
anticipation and
prevention.
not important
not urgent
apparent emergencies
misunderstandings
appearing as complaints
pointless routines or
activities
accumulated unresolved
trivia
'comfort' activities,
computer games, net
surfing, excessive cigarette
breaks
daydreaming, doodling,
over-long breaks
reading nonsense or
irrelevant material
.%
.%
.%
.%
Total 100 %
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2. Not urgent-important:
Plan to do
3. Urgent-not important:
Reject and explain
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Scheduling work
Now that you have a clear idea of what to discard and what to work on, it is time
to organise a schedule that concentrates on achieving your overall work goals.
Sometimes it is hard to know when to start, especially when deciding where to
focus effort and resources. An interesting approach to resource allocation is the
Pareto principle.
Pareto principle
The Pareto principle is also known as the 80-20 rule. It suggests that 80% of
output is produced by 20% of input. It can be applied to many aspects of
business; for example, 80% of income comes from 20% of customers. From the
perspective of personal organisation, it provides the comforting thought that:
How can you organise your day to have 20% of its available time allocated to the
achievement of quality outcomes?
1. Find your best two hours. Decide when you are at your best in any day.
Some people are early birds and might function best first thing in the
morning. Others might have their strongest energy at mid-morning or in the
evening. Work out your best two hours.
2. Make an appointment with yourself. Put yourself into your dairy for your
best two hours each day. Try to keep this non-negotiable.
3. Eliminate interruptions. Have a closed-door policy for these two hours.
Make it clear that you are unavailable during this time.
4. Complete the urgent-important items. The urgent important items must be
done. It makes sense for you to get the most important tasks done during
the productive 20 % time slot.
Learning activity 2.3: The Pareto principle
Think about how the 80-20 rule affects areas of your work life. What 20% of
issues take up 80% of your energy? (Think about staff, customers, interruptions,
returned products etc.).
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Measuring performance
Time log: Keeping an accurate record of completed tasks, even for one week, is
an effective way of measuring how well you are achieving your outcomes.
Learning activity 2.4: Urgent/important time log
An example of a time log is set out below. For each half hour, write down what
activity you performed, then place a tick in columns 3 and 4 if the task was
urgent and/or important:
Time
Activity
Urgent
Important
7.30
8.00
etc
For one week, fill out the time log (a template is at appendix 2 of this Student
Workbook), work out the percentages below, and then compare the results to
your estimates on page 26:
How much time do you spend in each category
1. Urgent-important: DO NOW
.%
.%
.%
.%
Total 100 %
Reflection: looking back over your weeks work, brainstorm some ideas that
might help you to organise your time in a more productive manner:
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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many of the demands for her time that she is experiencing are urgentnot important
the volume of urgent tasks increases in the late morning and early
afternoon
she regularly has to cancel and reschedule her team meetings, which are
supposed to be on Fridays at 1pm
she feels that she is a morning person, so she decides to come into
work an hour earlier and dedicate that time to completing her not
urgent-important paperwork, planning and scheduling tasks
she reschedules her team meetings for Tuesdays at 4pm, when her
workload is normally reduced.
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These enable users to more efficiently and effectively manage their work priorities
and commitments:
communication
research
payroll
networking
word processing
banking
advertising
accounting
training
scheduling
data management
etc.
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Other users can then search and find your profile and ask to join your
friends list, and you can search and find theirs, so that networks are
created. You can update your profile as often as you like, enabling your
network to keep current on your latest activities.
Profiles can be created for individuals, interest groups, organisations,
clubs, etc. As an organisation, having a profile on social networking sites
enables you to expand you network globally to those you dont know as
those with an interest find your profile.
4. Personal digital assistants (PDAs): Blackberries/smartphones/i-Phones:
these are mobile phones with internet capacity and personal organisers.
As well as making and receiving phone calls, you can access the internet
and your email, organise your schedule, set automatic reminders in your
calendar, maintain an address book, etc.
5. Blogs/wikis/chat rooms: these are web pages on which you and others
who have similar interests or goals can collaborate and share information
and digital files.
6. Skype/web conferencing: these tools (with the addition of a webcam,
microphone and speakers), enable you to use the internet to speak to and
see others in real-time. They enable meetings to be conducted between
parties in several different locations, without the need for travel.
7. Instant messenger/MSN: these are tools that enable you to send and
receive messages instantly between computers. These are like email, but
you are instantly alerted when you receive a message, and they tend to be
used for shorter and more informal messaging.
8. Twitter: this tool enables you to create a site and write short text updates
so that others (either everyone, or, a restricted list decided by you) can
read about what youre up to.
9. YouTube: this website hosts video streaming clips. You can post clips for
others to view and search and find clips posted by others. There are a
huge number of clips on this site covering a wide range of topics.
Learning activity 2.5: Technology hunt
Identify one of the above technologies that you are least familiar with. Use the
internet to find out how it could help you to manage your work priorities and
commitments.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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incompatible technologies
maintaining currency
internet speed/bandwidth
security issues
faulty hardware
confidentiality
faulty software
network restrictions
inappropriate communication
file sizes
staff skills
etc.
Michael has had several complaints made about him. He sent an email
to his mailing list without blind carbon copying them. Now everyones
email address has been captured by a phishing company and they are
receiving huge quantities of spam mail. He had never heard of blind
carbon copying.
Omar is getting angry that his customer hasnt paid their bill. He saved
their invoice as a .pdf file and attached it to an email. He has re-sent it
and the customer is still claiming he cant read the invoice. Omar doesnt
understand that his customer needs a .pdf reader on their computer to
view it.
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___________________________________________________________________
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The message is clear. To find a balance in your life, start with the big things and
get them done well. Then you can move on to the smaller issues, making sure you
dont dismiss them as trivial. Finally, remember that there is an essential element
that surrounds all that we do. Many people see the rocks and sand as the tasks
that we need to complete and the water as the values, beliefs and attitudes with
which we approach the tasks.
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Stress
The problems arise when you work beyond the optimum level for extended
periods of time. You can then find your performance diminishing quite rapidly; for
some it is like going over a waterfall. As well as diminished performance you can
suffer all sorts of physical, emotional and psychological reactions.
In your car you have a temperature gauge that shows its optimum operating
temperature. If you notice your cars temperature is too high, you pull over and
find out what the problem is. To keep driving is to risk serious and possibly
permanent damage to the cars engine. Yet how often do we push our health into
the red zone and just keep on driving?
How do you know when you are operating at too high a temperature? Unlike your
car there is no gauge to let you know when you are in the red zone.
Learning activity 2.9: The balance of positive and negative stress
Watch the video BSBWOR501A: The balance of positive and negative stress on
IBSAs YouTube channel at <http://www.youtube.com/ibsachannel>.
What are the leadership trainers from O2C trying to achieve with their business?
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warm
medium
hot
very hot
boiling
Parkinsons Law
Cyril Northcote Parkinson (1909 -- 1993) < was a British historian and author of
some sixty books. In 1955 he wrote a satirical essay on the inevitable expansion
of bureaucracy which included the law, for which he is most remembered,
Parkinsons Law. Incidentally, as early as the 1930s, Parkinson had successfully
predicted that the Royal Navy would eventually have more admirals than ships.4
Parkinsons Law states that work expands so as to fill the time available for its
completion.
Time
Add more
Work
Expands
Sorenson, J., 2008, Twenty indicators of stress, Ezine articles, viewed June 2010, <
http://ezinearticles.com/?Twenty-Indicators-of-Stress&id=1238500>.
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Many workers, especially managers and self-employed business owners find that
there are not enough hours in the week. The strategy they choose to overcome
this problem is to add some more of their own. For example, if you find that you
still have a full in-tray at the end of the day, it is tempting to stay back and work
an extra hour. You may decide to work through your lunch break. Then you find
yourself taking work home.
Before you know it, you may have added fifteen or more unpaid hours to your
week. Here is the rub: Parkinsons Law dictates that the work will also expand and
you will still have a hefty in-tray at the end of the week. It can come as a shock to
find that you are working sixty hours a week and, seemingly, not achieving any
more than when you worked forty hours a week.
If you are too busy, the strategy to add more hours to your day rarely works
Learning activity 2.11: Parkinsons Law
To what extent have you been affected by Parkinsons Law in the past? What
has been the outcome of adding more hours to a busy week?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Strategies for dealing with stress overload.
Many of us realise when something is wrong, yet are not sure what to do. It will
probably go away on its own is a common strategy thought. You feel the
symptoms, lack the energy and behaviours start breaking down. The first step to a
successful outcome is to admit when things are off track and commit to doing
something about it. It is far easier when you decide to be the one to do something.
Its a simpler process to influence the direction of a bus when you are the driver,
rather than a passenger. A bus driver can:
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eat well
drink plenty of fresh water
get quality sleep (see <http://helpguide.org/life/sleep_tips.htm>)
exercise daily
moderate your intake of alcohol and caffeine
get lots of fresh air.
Sounds easy! In fact our medieval friend would wonder what all the fuss is about.
Modern life, however, has placed so many demands on us that it takes discipline
and commitment to integrate these behaviours into our daily regime. Many
companies are now realising the benefits of a healthy workforce and are
introducing these basic health concepts into their corporate culture.
Learning activity 2.12: Healthy workplaces
Use the web to search for information on companies that promote a healthy
workplace in their core values. Summarise your findings:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Stress management tips
1. Get organised: review the urgent-important section of this Workbook.
2. Arrive ten minutes early: get yourself off to a relaxed start.
3. Have regular breaks: there is a lot of research that indicates a daily regime
of 50 minutes on and 10 minutes off is more productive than full hours
worked end to end. See
<http://successbeginstoday.org/wordpress/category/50-minutes/>
4. Break tasks down into smaller manageable steps.
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5. Tidy up a bit: having things filed and looking like they are in order can
provide motivation. The Chinese have a saying: if business is bad, paint
the front fence. If nothing else you it can make you feel better.
6. Seek out cheerful people: seriousness can become a habit. It is better to
find some fun and laughter in each day.
7. Build allies: having people you can trust and rely on to share the load can
make a difference when the heat is on.
The ability to control stress in the workplace can make a huge difference to your
productivity and quality of life. Your emotional state can be contagious, and the
way you handle stress can affect the quality of your relationships. The better you
are at handling pressure, the more you'll positively affect those around you.
Section summary
You should now understand how to develop strategies to deal the sheer number
of competing demands and decisions that you encounter on a daily basis.
Further reading
Cole, K. 2010, Management: Theory and Practice, 4th Ed, Prentice Hall,
Pearson Publishing, Australia.
Section checklist
Before you proceed to the next section, make sure that you are able to:
take initiative to prioritise and facilitate competing demands to achieve
personal, team and organisational goals and objectives
use technology efficiently and effectively to manage work priorities and
commitments
maintain appropriate work-life balance, and ensure stress is effectively
managed and health is attended to.
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securing local workers, so that his company meets their 20% quota for
Indigenous staff, which is mandatory requirement under Indigenous
employment policy
As Shunji is new and inexperienced in his role, he decides to add to his personal
development plan, so that he can identify and prioritise his new professional
development needs.
Shunji consults with colleagues and his new team to help him prioritise his
needs. He decides his immediate priorities are to increase his cultural
awareness in order to communicate effectively and build working relationships
and networks with Indigenous community members, and to build his personal
knowledge of the policies and legislation that will guide his work.
Shunji finds an accredited cultural awareness course, run by a local training
organisation and accesses the unit of competency on which it is based. He
decides it is appropriate for his needs. He reads the policies and legislation
himself and introduces an action learning program, so that he can meet with his
team regularly to reflect on their work.
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Medium-/long-term planning
Medium-/long-term planning is undertaken by measuring your current skills and
knowledge against the skills and knowledge required to work in positions that you
aspire to work in. This is done by accessing organisational documents and
position descriptions of organisations and positions you aspire to work in, for
instance: mission statements, corporate strategies, position descriptions. This will
enable you plan to fill in the gaps and build the required skills and knowledge.
If you have difficulty identifying positions that you aspire to work in, you can seek
professional advice from a careers councillor. It is a huge advantage to have goals
to work towards; they help keep you focused and expand your horizons.
Learning activity 3.2: Long-term career goals
Lots of people have general long-term wish lists: Id like to earn lots of money, I
want to retire by the time Im 50, I want to be able to work until Im 80, I want to
make a difference to my community, etc; but no clear plan to achieve them.
If you dont currently have long-term career goals, you can begin to identify them
by making a wish list and then seeking support to identify realistic ways you can
achieve them.
Do you currently have long-term career goals?
if so, are they realistic? Have you planned to develop your skills and
knowledge so you can achieve them?
if not, what is on you wish list? Where can you access support to help you
identify realistic goals?
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Accredited courses are qualifications that are nationally accredited, but that
dont fit directly within any of the training packages. They can be made up from
units of competency from training packages and new units of competency that are
accredited specially.
Determining your competency standards
The Australian qualifications framework (AQF) is the framework that defines the
levels of nationally recognised education and training in Australia: from certificate
I up to doctorate/PhD. Units of competency are written to align with levels in the
AQF. For example, the unit on which this course is based is written at the
diploma level.
Levels in the AQF are split across three sectors: school based, vocational
education and training and higher education. For example, the diploma for which
this course intended is in the vocational education and training sector.
Each level in the AQF provides a guide about the complexity of skill or knowledge
that a competent learner at that level should be able to demonstrate. You should
be familiar with the AQF as you choose training, to ensure it is at suitable level for
your ability and for the role that you are working in, or, are aiming to work in.
Learning activity 3.3: AQF investigation
Access the AQF handbook from:
<http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_112.pdf>.
Read about the characteristics and distinguishing features of learning
outcomes at different qualification levels, to gain an understanding of the
expectations of learners at each.
The national training information system (NTIS) maintains an online database of
all nationally accredited training in Australia. You can access training packages
and individual units of competency through their site: <http://www.ntis.gov.au>.
You can also access training packages and units of competency directly from the
industry skills councils.
Learning activity 3.4: NTIS search
Access the NTIS website at: <http://www.ntis.gov.au> and search for the unit of
competency which this course is based: BSBWOR501A Manage personal work
priorities and professional development.
1. Read the performance criteria for this unit. These are the individual
skills and knowledge that you will have to demonstrate in order to be
marked competent in this course.
2. Use NTIS to browse a training package that interests you and is relevant
to your current position. Identify a unit of competency that you think is
the appropriate level for you and justify you decision.
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the individual
suppliers
team members
customers
clients
other colleagues
These parties are asked for anonymous contributions against a range of criteria,
on which the individual who is the centre of the review can reflect.
As with all performance appraisals, the 360O feedback review process needs
careful management so that the individual being appraised doesnt feel as though
it is just an opportunity for others to criticise them. The process should be framed
in terms of providing the individual with the chance to see how their performance
is perceived by others and areas for improvement.
BSBWOR501A Manage personal work priorities and professional development
2010 Innovation and Business Industry Skills Council Ltd
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In the scenario below you can see how Jasminas human resources manager
implements a 360 feedback review procedure.
Scenario: Jasminas 360O feedback review
Jasmina is a project manager at a busy multimedia company. Her team have
several large and complex projects that they are working on with local, national
and international clients.
Jasminas performance appraisal is coming up and her human resources
manager, Bob, conducts a 360O feedback review of Jasminas performance.
Bob asks the following parties to complete a survey about Jasminas
performance: the organisations chief executive officer, three of Jasminas team,
a member of the organisations sales staff, a member of their administration
staff, two contacts with clients she is coordinating projects for and an
instructional designer and editor who work for the company as subcontractors.
Bob customises the organisations existing survey, so that it is appropriate for
someone at Jasminas frontline management level. Questions on the survey are
designed to determine Jasminas performance in demonstrating interpersonal
skills, customer focus, innovation, leadership, team support, developing
relationships/networks, meeting deadlines, and quality assurance.
Bob briefs Jasmina on the process, being careful to stress that it is a common
procedure within the organisation and that it is not going to result in her being
fired or demoted. He assures her that its purpose is just so that she can gain
insight into her strengths and weaknesses.
After a week, Bob arranges a meeting with Jasmina. Together, they review the
feedback he has collected, identify three areas for Jasmina to target and
discuss ways they can be improved.
some people like working in groups, while others prefer independent study
some people learn best when they are working from books while others
prefer engaging in discussions.
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You should reflect on the learning styles that suit you when you are planning
professional development.
Learning activity 3.7: Your learning experiences
Can you think of a time when you have had a learning experience that was very
profound?
1. What were the main activities undertaken during the learning experience:
reading, writing, group discussion, investigation, watching, participating?
___________________________________________________________________
___________________________________________________________________
2. Were you learning individually or as part of a group?
___________________________________________________________________
___________________________________________________________________
3. What was the environment like in which the learning experience occurred:
classroom, workplace, other?
___________________________________________________________________
___________________________________________________________________
4. To what extent do you think that the factors above made the experience
profound?
___________________________________________________________________
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Several academics have identified and created models that differentiate ways in
which individuals learn. These include the following influential theories:
Kolbs model
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It is valuable to consider your personal learning style within the context of these
frameworks, before planning professional development. This will help you to
identify, evaluate and select professional development opportunities that are
suited to your personal learning style.
Learning activity 3.8: Personal learning styles
You are going to investigate one of the models above and prepare a
presentation for the rest of the group.
Divide the models above (and any others that people know about and think are
relevant) amongst your group.
1. Research your model, starting here at the Wikipedia page learning
styles.
2. Prepare a short (five to ten minute) summary of the model to present to
the rest of the group.
3. Prepare a one page flier about your model to circulate to other group
members.
4. After reviewing the presentations, consider: what are my personal
learning styles?
Most people have access to a wide range of different professional development
opportunities, which may include:
accredited training
action learning
informal training
workshops
mentoring
reading
coaching
research
conferences
experiences.
online
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Networking
As a frontline manager, building and maintaining networks and relationships is
crucial to the success of your role.
Networks are the range of contacts that you have, in which both parties refer to
each other for support. As a manager, a wide ranging network will enable you to
increase the benefits that you bring to your team and organisation.
The phrase: its not what you know, its who you know is popular and is especially
pertinent when it comes to work. If you are able to refer to experts for help in your
work, it will save you time and energy and result in a high quality outcome.
BSBWOR501A Manage personal work priorities and professional development
2010 Innovation and Business Industry Skills Council Ltd
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Informal networks
Informal networks are those that you build through conversations, social events,
meetings and group activities. These can be a great source of current information.
People talk about what is new; there is nothing staler than yesterdays news.
Maintaining an informal network is a valuable tool in your personal development.
They are an excellent source of ideas, encouragement and support.
Formal networks
Formal networks are those relationships that are more structured and
documented. As a manager, you may be a member of a range of bodies, including
industry associations, skills councils and chambers of commerce. You may attend
formal meetings and conferences and discuss current and future strategic
directions of the organisation and the industry. Some of the benefits of formal
networks include developing strategic alliances, access to resources, contacts,
technical assistance, business and funding opportunities.
e-Networks
Maintaining networks through internet technology is known as e-networking. If
you had used terms like Facebook and Twitter two years ago, many people
would have given you funny looks, but these networking tools are now fully
integrated into peoples personal and work lives.
We are in the middle of a global technology revolution? This technology is being
used by more and more people daily to develop and maintain networks; locally,
nationally and globally. If your communication network does not include the use of
at least some of the latest technology, you risk being left behind. Life in 2015 will
be revolutionised by the growing effect of multidisciplinary technology across all
dimensions of life: social, economic, political, and personal.5
Generation Y live and breathe the latest advances in technology. The older ones
of us are watching from an ever-increasing distance, often scratching our heads
and saying what are they doing? Gen Y is using technological language and tools
that most of us have never heard before, let alone understand.
It is not just the young people who are skipping ahead. China is experiencing a
revolution in information and communications technology (ICT). It has surpassed
the USA as the worlds largest telephone user, and the number of Chinese
internet users is now the largest in the world. China is also the worlds biggest
supplier of ICT products6.
To maintain a sense of currency and to keep yourself in the game, it is vital that
your take every opportunity to develop your technological skills. As a manager, you
will gain an edge if you are able stay current with the latest ICT tools on offer and
use them to form strategic networks.
5
Rand, 2008, The global technology revolution, Rand, viewed June 2010,
<http://www.rand.org/pubs/monograph_reports/MR1307/MR1307.sum.html#top>.
Zhang, X. and Zheng, Y., 2009, Chinas information and communications technology revolution,
Rountledge, Oxford.
6
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searches to the training needs identified in your PDP. Make sure the horse is in
front of the cart.
All training organisations have a webpage with search facilities. You can also
expand your options by joining online forums in the fields of education and
training. Many industry groups also provide online forums, for example:
There are many career development sites online. Many of these have free
aptitude tests. Some examples are:
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The worker
Irvine and Thatcher predict the emergence of a new generation the i Generation.
Expect:
higher worker turnover, workers will have more options for alternate
employment
Irvine, T. and Thatcher, M., 2010, Work, worker, workplace of the future Are you ready?,
docstoc, viewed June 2010, <http://www.docstoc.com/docs/11452400/%D0%B0%D0%B0wwwfuture2020-Work-Worker-Workplace-of-the-Future---Are-You> .
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The workplace
The work environment of the future will change to meet the needs of the emerging
generation of new worker. Existing workers will need strong leaders to guide them
through this change process. The workplace of the future will include:
new materials
green principles: air, land, water and power are all going to be your newest
clients
sustainability as commonplace
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Section summary
You should now understand how to competency standards, feedback and
networks to create a personal development plan.
Further reading
Goal setting
<http://www.usu.edu/arc/idea_sheets/pdf/goal_setting.pdf>.
Section checklist
Before you proceed to the next section, make sure that you are able to:
assess personal knowledge and skills against competency standards to
determine developments needs, priorities and plans
seek feedback from employers, clients and colleagues and use this
information to identify and develop ways to improve competence
identify, evaluate, select and use development opportunities suitable to
personal learning style/s to develop competence
participate in networks to enhance personal knowledge, skills and work
relationships
identify and develop new skills to achieve and maintain a competitive
edge.
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Student Workbook
Glossary
Term
Definition
Accredited
Certified.
Bandwidth
Blind carbon
copying
Coaching
Dynamic
Legislation
Mentoring
Mind-boggling
Performance
appraisal/ review
Personal SWOT
analysis
Phishing
Position
descriptions
Spam mail
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Appendices
Appendices
Appendix 1 Personal SWOT analysis worksheet
Strengths
Weaknesses
Opportunities
Threats
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Activity
Urgent
Important
7.30
8.00
8.30
9.00
9.30
10.00
10.30
11.00
11.30
12.00
12.30
1.00
1.30
2.00
2.30
3.00
3.30
4.00
4.30
5.00
5.30
6.00
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Appendices
Tick
Headache
Inability to concentrate
Muscle tension
Poor judgment
Nausea
Racing thoughts
Insomnia
Moodiness
Acne breakout
Agitation
Diarrhoea or constipation
Irritability
Sense of isolation/loneliness
Constant worrying
Dizziness
Restlessness
Change in appetite
Quick temper
General unhappiness
Loss of objectivity
Excessive spending
Tooth grinding
Anxiousness
Excessive exercise
Indecisiveness
Overreactions
Inability to relax
Feeling on edge
Starting fights
Total
Total
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Appendices
Student Workbook
Date to be reviewed
Name:
Name:
Goals
Timeframe
Next 12 months
This will depend on
type of activity
priority/importance
of undertaking it
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Timeframe
Appendices
Next 5 years
This will depend on
type of activity
priority/importance
of undertaking it
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Professional
Required
knowledge/skills
Consider:
required
competencies
job description
service plans and
frameworks
Strengths
Consider:
your views
recent
tests/appraisals
other peoples
views
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Appendices
Personal
Professional
Gaps/barriers/obst
acles and solutions
gaps in
knowledge/skills
changes to
systems/services
requiring new
skills
what will help
you to progress
in your role?
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Development activity
Details
(provider, location, etc.)
Objective of
development
activity
Timeframe
Cost
1.
2.
3.
4.
5.
6.
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Appendices
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