Unit of competency Outline
Date retreived
22/07/2026 10:56 AM AWST
22/07/2026 10:56 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Organise personal work priorities and development
Organise personal work priorities and development
Unit of competency
National Code
BSBWOR301A
BSBWOR301A
State Code
D1028
D1028
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
06/11/2014
Field of Education
120505 - Work Practices Programmes
Original Release Date
06/11/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance, and to maintain required levels of competence.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Organise and complete own work schedule
- 1.1. Ensure that work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements
- 1.2. Assess and prioritise workload to ensure tasks are completed within identified timeframes
- 1.3. Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans
- 1.4. Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance
- 2.1. Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks
- 2.2. Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements
- 2.3. Routinely identify and report on variations in the quality of service and products in accordance with organisational requirements
- 2.4. Identify signs of stress and effects on personal wellbeing
- 2.5. Identify sources of stress and access appropriate supports and resolution strategies
3. Coordinate personal skill development and learning
- 3.1. Identify personal learning needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements
- 3.2. Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
- 3.3. Access, complete and record professional development opportunities to facilitate continuous learning and career development
- 3.4. Incorporate formal and informal feedback into review of further learning needs
budgetary targets
production targets
reporting deadlines
sales targets
team and individual learning goals
team participation
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
goals, objectives, plans, systems and processes
legal and organisational policies, guidelines and requirements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and/or procedures manuals
budget constraints
competing work demands
environmental factors such as time, weather
resource and materials availability
technology/equipment breakdowns
unforeseen incidents
workplace hazards, risks and controls
computer applications
computers
email
facsimile machines
internet/extranet/intranet
modems
personal schedulers
photocopiers
printers
scanners
formal/informal performance appraisals
obtaining feedback from clients
obtaining feedback from supervisors and colleagues
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
absence from work
alcohol or other substance abuse
conflict
poor work performance
cultural
emotional
social
spiritual
complex tasks
cultural issues
work and family conflict
workloads
awareness raising
counselling
employee assistance programs (EAP)
family support
group activities
job design
mediation
sharing load
time off
training
career planning/development
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
performance appraisals
personal study
quality assurance assessments and recommendations
recognition of current competence/skills recognition
work experience/exchange/opportunities
workplace skills assessment
production targets
reporting deadlines
sales targets
team and individual learning goals
team participation
access and equity principles and practice
business and performance plans
defined resource parameters
ethical standards
goals, objectives, plans, systems and processes
legal and organisational policies, guidelines and requirements
OHS policies, procedures and programs
quality and continuous improvement processes and standards
quality assurance and/or procedures manuals
budget constraints
competing work demands
environmental factors such as time, weather
resource and materials availability
technology/equipment breakdowns
unforeseen incidents
workplace hazards, risks and controls
computer applications
computers
facsimile machines
internet/extranet/intranet
modems
personal schedulers
photocopiers
printers
scanners
formal/informal performance appraisals
obtaining feedback from clients
obtaining feedback from supervisors and colleagues
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery
absence from work
alcohol or other substance abuse
conflict
poor work performance
cultural
emotional
social
spiritual
complex tasks
cultural issues
work and family conflict
workloads
awareness raising
counselling
employee assistance programs (EAP)
family support
group activities
job design
mediation
sharing load
time off
training
career planning/development
coaching, mentoring and/or supervision
formal/informal learning programs
internal/external training provision
performance appraisals
personal study
quality assurance assessments and recommendations
recognition of current competence/skills recognition
work experience/exchange/opportunities
workplace skills assessment
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
preparing work plans
scheduling and prioritising work objectives and tasks
knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
access to office equipment and resources
examples of work schedules and performance improvement plans.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of self-assessment documentation outlining learning and development needs
analysis of responses to case studies and scenarios
demonstration of techniques
oral or written questioning to assess knowledge of methods to identify and prioritise personal learning needs
evaluation of planning for personal skill development activities and professional development opportunities.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other industry capability units.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
preparing work plans
scheduling and prioritising work objectives and tasks
knowledge of the principles and techniques of goal setting, measuring performance, time management and personal assessment.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
access to office equipment and resources
examples of work schedules and performance improvement plans.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of self-assessment documentation outlining learning and development needs
analysis of responses to case studies and scenarios
demonstration of techniques
oral or written questioning to assess knowledge of methods to identify and prioritise personal learning needs
evaluation of planning for personal skill development activities and professional development opportunities.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other industry capability units.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3539 | BSBCMN304A | Contribute to personal skill development and learning | Unit of competency |
| C3550 | BSBCMN402A | Develop work priorities | Unit of competency |
| C3537 | BSBCMN302A | Organise personal work priorities and development | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| S8084 | BSBWOR301B | Organise personal work priorities and development | Unit of competency |