Assessment
Task 2
Provide leadership across the organisation
BSBLDR602
To be filled out and submitted with assessment responses
◻ I declare that this task and any attached document related to the task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s)
◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me
◻ I have correctly referenced all resources and reference texts throughout these assessment tasks.
◻ I have read and understood the assessment requirements for this unit
◻ I understand the rights to re-assessment
◻ I understand the right to appeal the decisions made in the assessment
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For Trainer and Assessor to complete:
◻ Student requested reasonable adjustment for the assessment
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| Marking Sheet
Completed successfully
Did the student satisfactorily: |
Comments | Y | N | DNS |
| The student has satisfactorily completed and submitted the following:
· IKIGAI in Task 3.1A · Self-Assessment in Task 3.1B · Professional Development Plan in Task 3.1C · Evidence of professional development in Task 3.1D · Networking Plan in Task 3.1E · Evidence of networking in Task 3.1E |
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| Demonstrated ability to:
· Set and aim to achieve personal objectives and work program outcomes · Engage in professional development activities and industry and professional networks and groups
This is evidenced by: · IKIGAI in Task 3.1A · Self-Assessment in Task 3.1B · Professional Development Plan in Task 3.1C · Evidence of professional development in Task 3.1D · Networking Plan in Task 3.1E · Evidence of networking in Task 3.1E |
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Task Outcome: Satisfactory ☐ Not Yet Satisfactory ☐
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Table of Content
Task 3 – Personal and professional development 5
Task 3.1 Personal and professional development 6
Task 3 – Personal and professional development
| Task summary and instructions
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| What is this assessment task about? | In this task, you will have to perform activities to demonstrate personal and professional development.
This task comprises of the following assessment methods: o Product-based ☒ o Direct observation of Role-Play ☐ o Case Study ☐ o Other (specify) ☐
It has been designed to evaluate your ability to/competency in:
· Set and aim to achieve personal objectives and work program outcomes · Engage in professional development activities and industry and professional networks and groups
You are required to address the following: · Task 3.1 Personal and professional development
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| What do I need to do to complete this task satisfactorily? | · submit the completed assessment tasks, according to instructions,
· complete the tasks with sufficient detail and present them in a professional manner, · use your own words and reference sources appropriately, · meet the word count where required, · use the scenario provided, · use the templates provided where required, · for your performance to be deemed satisfactory in this assessment task you must satisfactorily address all of the assessment criteria, · if part of this task is not satisfactorily completed you will be asked to complete further assessment to demonstrate satisfactory performance.
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| Specifications | You must deliver/participate in:
· NA
You must submit to GOALS
· IKIGAI · Self-Assessment · Professional Development Plan · Evidence of professional development · Networking Plan · Evidence of networking |
| Resources and equipment | • Computer with Internet access
• Access to Microsoft Office suites or similar software • Learning material • Scenario for assessment as provided • Appendices as provided • Relevant policies and procedures as provided • Templates as provided
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| Re-submission opportunities | You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
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Complete the following activities:
Task 3.1 Personal and professional development
- IKIGAI
Complete the IKIGAI activity.
“Your ikigai is at the intersection of what you are good at and what you love doing,” says Hector Garcia, the co-author of Ikigai: The Japanese Secret to a Long and Happy Life.
Ikigai is seen as the convergence of four primary elements:
- What you love (your passion)
- What the world needs (your mission)
- What you are good at (your vocation)
- What you can get paid for (your profession)
Further Reading: https://benjaminmumme.medium.com/how-to-discover-your-ikigai-the-japaneses-secret-to-health-happiness-and-longevity-97a42b7177d1
| STEP 1- What you love (your passion)
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STEP 2 – What you are good at (your vocation)
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IKIGAI |
STEP 4 – What the world needs (your mission)
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| STEP 3– What you can get paid for (your profession)
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| Primary elements | Reflection | IKIGAI
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| STEP 1- What you love (your passion)
Write down the things you’re really passionate about or things that you love; this can be everything from computers to playing with your dog – the more, the better. |
I am foues in my heathy diet and work schedule.
I also like to do waling, reading . Football is my favourite. |
Hopefully, now you will have some areas where all 4 areas overlap and this will help you to determine your direction/purpose in life.
That is your IKIGAI.
Review the outcome of your reflection in all 4 areas and evaluate what your IKIGAI is.
Your IKIGAI <additional work plan and substances>
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| STEP 2 – What you are good at (your vocation)
Write the things you’re good at. Some of these things might overlap with the previous notes and that’s great just write them again. |
I am good to handle the hot conversation with the cuastomer, I also helo them to manage the workforce complex. | |
| STEP 3- What you can get paid for (your profession)
This is specific to you and your skills. So in the previous category, you might have said that you can fit 40 almonds in your mouth, but unless someone will pay you good money for this skill, it doesn’t belong in this category. |
In this we not need to eat the almonds.
Don’t gain weight, it is a home of many kind of disease. |
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| STEP 4 – What the world needs (your mission)
Write down any ways in which you could benefit the world. |
They need to apply the work plan and reduce the workforce plan and reduce the work management and the given work objectives (Henriksen, & Seabrooke,2016). |
- Self-Assessment
Self-Assess your knowledge and skills (5-6) against the skills and knowledge relevant to your planned career/the desired role.
Identify your preferred learning style/s. You could also use a test such as http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
Document your self-assessment report in the table below. Complete as instructed.
| Desired role/Planned career:
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| Competencies Proficiency Scale
· Fundamental Awareness – You have a common knowledge or an understanding of basic techniques and concepts. · Novice – You have the level of experience gained in a classroom and/or experimental scenarios or as a trainee on the job. You are expected to need help when performing this skill. · Intermediate – You are able to complete tasks in this competency as requested successfully. Help from an expert may be required from time to time, but you can usually perform the skill independently. · Advanced – You can perform the actions associated with this skill without assistance. You are certainly recognised within your immediate organisation as “a person to ask” when difficult questions arise regarding this skill. · Expert – You are known as an expert in this area. You can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the skill is used. |
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| Knowledge and Skills Needed | Current Competency Proficiency |
| Work planned knowledge | They need to do the proper planning of the work and the given schedule and the management. |
| Behaviour | They need to do the work wiith the different kind of the work plan and the work formation area. |
| Attitude of the work | They need to mae the positive work planning and the work formation adjectives. |
| Even work formation skills | Evel]nly take the care of the management program. |
| Leading ability of the work | Work for the sopecificatipn and the work effectivesness nd the given ability and the work formation of the planning and the given adjcetives and the work fiormation. |
| Preferred Learning Style/s:
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- Professional Development Plan
Identify, evaluate and select development opportunities (4-5) suitable for personal learning to develop the required competencies.
Document your plan in the table below.
| Professional Development Plan | ||
| Career Objectives | They need to define the carrier oolan and the carrier work management plan. It is help you to do the determination of the work plan and the work adjcetives. It is wor for the planning and the work formation and the evaluation. | |
| Skills required to achieve career objectives | Developemnet of the fne skills and the evaluation planning.
They need to do the management if the work plan and the work management skills (Singh, et al., 2016). They need to follow the leadership work plan and the work mangemnet stratey and the given objectives and the ark plan. |
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| Training/Development Opportunity | Skills to develop | Timeframe |
| Management and the training | Development of the leadership skills | 1 month |
| Technical planning and the training. | Development of professional skills. | 15 days |
| Teamwork and the management | Development of the work planning and technical work. | 20 days |
| Work management adjcetives | They ned to do the work formation and the given work engagement. | 25 days |
| Employees work formation | They need to work for the management and the organizational policies. | 15 days |
- Professional Development
Provide evidence of professional development undertaken to develop competency and/or maintain a competitive edge. For example, a certificate of participation in an online course, or evidence of enrolment in a webinar etc. It is advisable to undertake or attend a free course/event.
| It is the soecific kind of the work management and the pacidication of the work planning and the evaluation of the work. It is work for the face to face work management and the work conversation. It is also known as the short term work management and the work evaluation (Vincent & Mulkey, 2015).
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- Networking
Participate in networks to enhance personal knowledge, skills and work relationships.
- Plan networking activities (2-3) for the next three (3) months.
Document the plan in the table below.
| Networking activity | Why this networking activity is chosen | Timeframe |
| Work management | Helpful to mage the given work | 10 days |
| Schedule training | Session for the management developemnet. | 20 days |
- Provide evidence of a networking event you attended (face-to-face or virtual networking event).
For example, email confirmation for the event, a screenshot of a virtual event that shows you were there, a picture taken at a networking event that shows you were there.
Indicate what the networking event was and when you attended:
| We do the organization of the eveknt in the linkin.
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Document the evidence in the space provided below:
| They need to do the work formation and the maanagemnet of the given work formation and theactivities.
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References
Henriksen, L. F., & Seabrooke, L. (2016). Transnational organizing: Issue professionals in environmental sustainability networks. Organization, 23(5), 722-741.
Singh, A., Kar, S., & Pamucar, D. (2019). Stakeholder role for developing a conceptual framework of sustainability in organization. Sustainability, 11(1), 208.
Vincent, S., & Mulkey, S. (2015). Transforming US higher education to support sustainability science for a resilient future: the influence of institutional administrative organization. Environment, Development and Sustainability, 17(2), 341-363.