Course Title: Manage personal work priorities and professional development
Part B: Course Detail
Teaching Period: Term2 2012
Course Code: EMPL5850C
Course Title: Manage personal work priorities and professional development
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
Course Description
This course describes the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBWOR501A Manage personal work priorities and professional development |
Element: |
1. Communicate effectively with a diversity of young people |
Performance Criteria: |
1.1Serve as a positive role model in the workplace through personal work planning and organisation |
Element: |
2. Reflect understanding of youth cultures, sub cultures and development |
Performance Criteria: |
2.1Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
|
Element: |
3. Work with the young person as the focus |
Performance Criteria: |
3.1Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans |
Learning Outcomes
Explore the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Principles and techniques involved in personal management and organisation
Setting and meeting priorities, analysing information
Using a range of strategies to develop further competence in the workplace
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Establishing personal work goals; e.g. ensuring personal work goals, plans and activities reflect
organisation’s plans
Organisation’s policies, plans and procedures
Determining management development opportunities and options for self
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Setting and meeting own work priorities; e.g prioritising and facilitating competing demands,
maintaining appropriate work/life balance
Ensuring personal work goals, plans and activities reflect the organisation’s plans, and own
responsibilities and accountabilities
Discussion, Q&A activities,
Week 15-18
Theory – Measuring and maintaining personal performance in varying work conditions, work contexts
and contingencies
Different types of learning style/s and how they relate to the individual
Different types of work methods and practices that can improve personal performance
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Using technology to efficiently and effectively manage work priorities and commitments
Using communication skills to receive, analyse and report on feedback
Organisational skills to set and achieve priorities.
Discussion, Q&A activities
Week 5-9
Theory – Developing and maintaining professional competence; e.g. seeking feedback, using feedback
to develop and improve in relevant area
Taking initiative to prioritise and facilitate competing demands to achieve personal, team and
organisational goals and objectives
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory – Developing and maintaining professional competence; e.g. Identifying, evaluating and using
professional development opportunities
Undertaking participation in networks to enhance personal knowledge, skills and work
relationships
Identifying and developing new skills to achieve and maintain a competitive edge
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Developing and maintaining professional competence, Undertaking participation in
relevant activities enhancing personal knowledge and skills, reflecting and reviewing
professional development
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. Your assessments will include:
• Direct observation of actual and simulated work practice
• Oral or written questioning – Workbooks, discussion, oral presentations
• Assignments and projects – Cultural awareness project
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with relevant Unit of Competency. These are available from the course contact person (stated above).
Course Overview: Access Course Overview