Organise and complete daily work activities resources

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Contents

Before you begin vii

Topic 1: Organise work schedule 1 1A Discuss and agree upon work goals and plans 2 1B Understand your organisation’s plans 8 1C Plan and prioritise your workload 13 Summary 25 Learning checkpoint 1: Organise work schedule 26

Topic 2: Complete work tasks 31 2A Meet organisational requirements 32 2B Seek assistance when dealing with problems 38 2C Identify factors affecting work requirements 41 2D Use technology effectively 43 2E Communicate task progress 46 Summary 48 Learning checkpoint 2: Complete work tasks 49

Topic 3: Review work performance 57 3A Seek feedback on work performance 58 3B Monitor and adjust your performance 62 3C Identify and plan opportunities to improve 65 Summary 72 Learning checkpoint 3: Review work performance 73

Final assessment 79 Assessment information and scope 82 Are you ready for assessment? 83 Final assessment overview 84 Assessment plan 85 Final assessment tasks 86 Record of outcome 113

Appendices 115 Appendix 1: Unit of competency 117 Appendix 2: Unit of competency assessment requirement 119

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Before you begin

This learner guide is based on the unit of competency BSBWOR202 Organise and complete daily work activities, Release 1. The unit of competency is included in this learner guide as Appendix 1. The unit of competency assessment requirements are included as Appendix 2.

Your trainer or training organisation must give you information about this unit of competency as part of your training program.

How to work through this learner guide This learner guide contains a number of features that will assist you in your learning. Your trainer will advise which parts of the learner guide you need to read, and which practice tasks and learning checkpoints you need to complete. The features of this learner guide are detailed in the following table.

Feature of the learner guide

How you can use each feature

Learning content Read each topic in this learner guide. If you come across content that is confusing, make a note and discuss it with your trainer. Your trainer is in the best position to offer assistance. It is very important that you take on some of the responsibility for the learning you will undertake.

Examples and case studies

Examples of completed documents that may be used in a workplace are included in this learner guide. You can use these examples as models to help you complete practice tasks, learning checkpoints and the final assessment. Case studies highlight learning points and provide realistic examples of workplace situations.

Practice tasks Practice tasks give you the opportunity to put your skills and knowledge into action. Your trainer will tell you which practice tasks to complete.

Video clips Where QR codes appear, learners can use smartphones and other devices to access video clips relating to the content. For information about how to download a QR reader app or accessing video on your device, please visit our website: www.aspirelr.com.au/help

Summary Key learning points are provided at the end of each topic.

Learning checkpoints

There is a learning checkpoint at the end of each topic. Your trainer will tell you which learning checkpoints to complete. These checkpoints give you an opportunity to check your progress and apply the skills and knowledge you have learnt.

Final assessment The final assessment provides you with the opportunity to demonstrate all of the learning that you have undertaken for this unit of competency. Your trainer/assessor may ask you to undertake the final assessment tasks.

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Before you begin

What do you already know? Use the following table to identify what you may already know. This may assist you to work out what to focus on in your learning.

Topic Key outcome Rate your confidence in each section

Topic 1 Organise work schedule

1A Discuss and agree upon work goals and plans

Confident Basic understanding Not confident

1B Understand your organisation’s plans

Confident Basic understanding Not confident

1C Plan and prioritise your workload Confident Basic understanding Not confident

Topic 2 Complete work tasks

2A Meet organisational requirements

Confident Basic understanding Not confident

2B Seek assistance when dealing with problems

Confident Basic understanding Not confident

2C Identify factors affecting work requirements

Confident Basic understanding Not confident

2D Use technology effectively Confident Basic understanding Not confident

2E Communicate task progress Confident Basic understanding Not confident

Topic 3 Review work performance

3A Seek feedback on work performance

Confident Basic understanding Not confident

3B Monitor and adjust your performance

Confident Basic understanding Not confident

3C Identify and plan opportunities to improve

Confident Basic understanding Not confident

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Topic 1 Organise work schedule

Regardless of your job role or responsibilities, as a worker you are part of a group or team. This might be a small team, such as a work group, or a large team, such as a company or an organisation. You cannot work completely alone.

The way you work affects the other members of your team. You need to know how to organise your work schedule so you can work efficiently and complete your tasks on time. This is the best way to contribute to your team’s common work goals.

In this topic you will learn how to: 1A Discuss and agree upon work goals and plans 1B Understand your organisation’s plans 1C Plan and prioritise your workload

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BSBWOR202 Organise and complete daily work activities

When you start a new job, your work tasks are usually the first thing discussed. They should be listed in your position description. The range of tasks you have depends on your position. It also depends on the type of organisation you work for. For example, some basic office tasks include filing, answering the telephone, taking messages, attending to visitors, processing mail, photocopying and preparing simple documents such as letters, memos and minutes.

If you work in a small organisation, you might have a wide range of tasks. However, if you work in a large organisation, you might find that different people take responsibility for specific tasks. For instance, you might spend most of your time in one area, such as reception or the mail room.

If you are not sure about your tasks and responsibilities, look at your position description or ask your supervisor to write them down. Most organisations have a formal position description attached to each job. It usually lists: • the tasks and responsibilities of the job • the skills you are expected to have in order to complete the tasks.

1A Discuss and agree upon work goals and plans

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Topic 1 Organise work schedule

Organisational plans

From the ‘big picture’ objectives outlined in the strategic plans, various types of organisational plans are developed to address the details of how to achieve these aims and goals. When developing goals and plans, an organisation also has to consider:

• the policies and procedures that exist in the workplace • industry standards and codes of practice • government legislation; for example, rules about work health and

safety or environmental issues • quality and continuous improvement processes and standards.

Work group goals

Work groups are often established within an organisation to make work practices more efficient. Work groups provide:

• a good structure for organising work and training • a recognised communication channel, to enable information to flow

more easily through the organisation. Work groups are also given goals and targets to achieve. These goals are usually a breakdown of the broader organisational goals.

Team plans

To achieve their goals, most work groups develop a team plan. The content of the plan depends on the situation, but usually answers questions such as:

• What are our goals? • What do we want to achieve? • What do we need to do? • When are results expected? • Why are these timelines important?

Team goals and plans must also reflect the organisation’s responsibilities. Teams must be aware of the legislation, policies, procedures, standards and codes of practice that affect their tasks.

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Topic 1 Organise work schedule

Identify your role in the organisation From the organisation to the work group to the individual worker – the ‘big picture’ goals and plans are broken down until they reflect your individual tasks and responsibilities. If you don’t understand how you fit into the ‘big picture’, ask your supervisor to explain. They should be able to explain how your work connects with the rest of your work group and the organisation.

An organisation achieves synergy when the goals of the organisation and individual team members are aligned. This means that everyone is working effectively towards achieving the same things.

Example: relationship between individual, work group and organisational goals Kate’s manager at the museum shows her the following tool to illustrate how her individual tasks and goals are part of the museum’s ‘bigger picture’.

Museum goal

└ Build a strong relationship with our customers. Work group goal

└ Provide accurate information about the museum. Kate’s goal

└ Prepare a booklet for use in reception that contains essential information about the museum.

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Topic 1 Organise work schedule

Example: determine resources Kate’s manager at the museum suggests that before the booklet is printed out, it should be checked by at least two other people. Together they identify who Kate should talk to. These people are all busy and Kate will have to book a time to see them. Then there is the printing to consider. She could try to print the booklet herself using the photocopier (very time-consuming), or she could take it to the publications department (perhaps too expensive).

Understand time lines Time lines are very important. Most tasks have a time line – the amount of time you have to complete the work.

Your supervisor should discuss your time line when they first give you a task. Sometimes it will be a formal process, where you both meet and talk about your work schedule for the next day, week or month. Other times it will be less formal; for example, your supervisor might ask you to complete a particular task by the following day.

Knowing your time lines helps you set priorities and make decisions about which task should be done first.

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Use planning tools Your organisation might require a more long-term schedule, such as a weekly or monthly work plan. This gives you a long-term view of your tasks and priorities and is more formal than a daily work plan. You will usually work this out in your work group and with your manager or supervisor.

Whether you are writing a short-term or a long-term schedule, there are various planning tools you can use to help you plan your workload. Below are some examples of useful planning tools.

Wall planner

A wall planner is a large calendar on which your plans or your work group’s plans are set out for all to see.

Desk diary

A desk diary is a useful place to record tasks and appointments if more than one person needs to know what is happening. People can see at a glance what you are doing and when you are available.

Computer monitor

Planning software allows you to see tasks and appointments as you would in a diary. You can program the software to remind you of important dates and times. If you use a computer frequently, this is a good way to remember your deadlines.

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This learning checkpoint allows you to review your skills and knowledge in organising your work schedule.

Part A Read the case study, then answer the questions that follow.

Case study

Mei Mei works for a sports association. She is asked to complete a membership mail- out. Her goal is to: ‘Complete the membership mail-out on time’.

1. Is it a SMART goal? Reword the goal to make it more effective.

2. How does Mei Mei’s goal relate to the association’s goal, which is to: ‘Build a strong relationship with our clients’?

Case study (cont’d)

Mei Mei is having trouble getting started. There are hundreds of members. She doesn’t know who should receive the mail-out or what its purpose is.

3. Who should Mei Mei talk to? What should she do?

Learning checkpoint 1 Organise work schedule

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Topic 2 Complete work tasks

Communicate your progress Your supervisor or more experienced work colleagues will let you know the most effective method for communicating your progress. The range of methods that you may select from includes: • email • telephone • face-to-face discussion • memo.

The method you select will depend on your workplace procedures and the urgency with which you need to communicate your progress. In cases where you are making a routine report on your progress, you may send an email, write a memo or telephone your supervisor or work colleagues. If a problem arises or your supervisor has asked you to contact them at a specific point in the task, you should attempt to make personal contact with them. In this way, you can be sure that your report has been received and actioned.

Practice task 8 Read the case study, then answer the question that follows.

Case study

Ahmed is asked by his supervisor to prepare a spreadsheet that lists the discounted price for a range of tyres to be promoted in a flyer and radio advertisement. Ahmed talks to the sales manager to find out which tyres will be discounted and the amount of the discount. He also needs to talk to the warehouse manager to find out how many tyres are in stock. Ahmed’s supervisor asks to have the spreadsheet sent to him in draft form by close of business and the revised draft ready for printing by 10.00 am tomorrow.

At what points in this task should Ahmed give his supervisor a progress report?

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Summary

1. To make requirements clear to all workers, most organisations document the work practices and procedures they expect workers to follow.

2. A standard procedure describes how something should be carried out. This means that a particular task is done the same way every time it is done, no matter who is doing it.

3. By law, your employer has to provide and maintain a working environment that is safe and without risk to your health. As an employee, you also have responsibilities.

4. Your organisation may have developed a code of conduct that describes the standard of behaviour expected of workers.

5. No matter how organised you are, things don’t always go according to plan. If a situation arises and you cannot complete a work task as planned, don’t panic. Follow the problem-solving approach of identifying the problem, looking at your options and taking appropriate action.

6. You should be aware of the factors that may occur in your workplace that will affect your ability to complete tasks to the required standard or by the required time.

7. It is important that you develop the knowledge and skills required to inform relevant personnel of your progress in completing your tasks. Your work colleagues will assess any change they may need to make to their own tasks based on this information.

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Topic 2 Complete work tasks

This learning checkpoint allows you to review your skills and knowledge in completing work tasks.

Part A Read the case study, then answer the questions that follow.

Case study

Toula works in the office of a landscaping firm. In the office there are four project officers, a manager and Toula. When she started work, Toula was given this list of tasks and responsibilities.

Task Details

Reception duties • Answer the telephone • Take messages • Greet visitors • Contact customers as required

Process incoming mail and send outgoing mail

• Open and sort incoming mail, and give to relevant staff member

• Collect, label and send outgoing mail

Bookings and information • Take bookings • Process payments • Provide information to customers on request

Data entry • Enter bookings and payments • Enter customer details • Update records as required • Cross-reference to paper-based system

Typing • Daily as required

Photocopying • Daily as required

Faxing • Daily as required

1. Look at Toula’s tasks. Suggest some of the ways in which her tasks might be affected by: • office procedures • safe work procedures • procedures dealing with how to treat other people.

Learning checkpoint 2 Complete work tasks

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Assessment information and scope

Who is the final assessment designed for?

The final assessment is designed for candidates to demonstrate their competency having completed formal learning experiences in this unit. Candidates may be in a real or simulated workplace environment. Candidates may be undertaking the unit in a range of learning situations, including private study, via a traineeship arrangement or via other workplace-supported means.

What are the aims of the final assessment tasks?

This unit describes the skills and knowledge required to seek feedback for performance improvement and use current technology appropriate to the task. It applies to individuals working under direct supervision who develop basic skills and knowledge for working in a broad range of settings. The key outcomes are:

• Organise work schedule • Complete work tasks • Review work performance

Prerequisites and co-requisites

None

Legislative and licensing requirements

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

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Final assessment overview

To demonstrate your competency using this final assessment you must successfully complete three assessment tasks.

Complete the following task

• Part A – Questioning You will demonstrate a sound knowledge of the unit requirements in your responses.

Select and complete one of the following

• Part B – Project: Organising and completing daily work activities at BizOps Enterprises

You will demonstrate your skills and knowledge by completing a scenario-based project. OR

• Part C – Project: Organising and completing daily work activities at work

You will demonstrate your skills and knowledge by completing a project in your workplace.

Select and complete one of the following

• Part D – Observation Your work performance will be documented while being observed by an assessor. OR

• Part E – Third-party report Your work performance will be documented using a third-party report completed by a relevant supervisor.

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Question 1: Outline how standard operating procedures relate to an individual’s work role.

Answer:

Marking: Satisfactory Unsatisfactory

Question 2: Outline how organisational customer service standards relate to an individual’s work role.

Answer:

Marking: Satisfactory Unsatisfactory

Question 3: Name two instructions that could be found in an office safe work procedure and explain how each of them contribute to your safety.

Answer:

Marking: Satisfactory Unsatisfactory

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Part D – Observation

Purpose The candidate’s work performance will be documented while being observed by an assessor. This may be in a workplace or work placement.

Instructions to the assessor

The following observation checklist is used to judge and record observations of the candidate. Record your observations of the candidate’s performance directly onto the checklist. You may record your observations during and/or after the observation. The observation checklist has a series of items related to the unit of competency that form the evidence criteria. Instructions on how to make an overall judgment of the satisfactory performance of the candidate are provided within the checklist. The checklist allows you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order to record a satisfactory performance. You need to meet the following conditions:

• The necessary materials and resources must be provided to the candidate, and any concerns or questions the candidate has must be clarified or answered before the observation commences.

• The period of observation should be over a work period sufficient to observe all the skills outlined in the checklist provided and to ensure that the candidate’s performance is captured in full. This must be negotiated and agreed to by workplace colleagues to minimise interruptions to the everyday activities and functions of the workplace environment, as well as to the observation being undertaken.

• The candidate must complete the observation task unassisted by the observer or other personnel.

Resources required The following materials are required for this observation to be undertaken:

• A workplace or work placement • Work schedules and time lines • Office equipment and resources • A person or people with whom to interact

Assessment conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

• office equipment and resources • workplace documentation • case studies and, where possible, real situations • interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Reasonable adjustment If the candidate is unable to undertake the observation with an assessor, the candidate may consider undertaking Part E – Third-party report as an alternative approach.

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Part E – Third-party report

Purpose Your work performance will be documented using a third-party report completed by a relevant supervisor.

Instructions to the candidate

Please provide the following third-party report to your relevant workplace representative to be completed.

Instructions to the third-party observer

Thank you for taking the time to undertake a third-party report for the candidate, who is undertaking a nationally recognised course. Evidence is often collected by a qualified assessor. However, third parties – other people such as supervisors, trainers or other team members – can report what they see or hear to the assessor. Evidence collected in this manner is called third-party evidence. As part of the candidate’s assessment for this unit, we are seeking evidence to support a judgment about the candidate’s competence. As part of the process of gathering evidence, we are seeking reports from a supervisor and/or other people who work closely with the candidate. This report will be used to validate the skills and experience of the candidate, in different contexts and with repeated performance of skills over time. Use the following checklist to judge and record your observations of the candidate in workplace situations. Record your observations of the candidate’s performance directly onto the checklist. You may record your observations during and/or after periods of workplace observation. The checklist has a series of items related to the unit of competency that form the evidence criteria. Instructions on how to make an overall judgment of the satisfactory performance of the candidate are provided within the checklist. The checklist provides the opportunity for you to record that you have had the opportunity to observe the candidate applying these skills and knowledge. All items on the checklist must be observed in order for the assessor receiving this third-party report to record a satisfactory performance. You need to meet the following conditions:

• The necessary materials and resources must be provided to the candidate, and any concerns or questions the candidate has must be clarified or answered before the observation commences.

• The period of observation should be over a work period sufficient to observe all the skills outlined in the checklist provided and to ensure that the candidate’s performance is captured in full. This must be negotiated and agreed to by workplace colleagues to minimise interruptions to the everyday activities and functions of the workplace environment, as well as to the observation being undertaken.

• The candidate must complete the observation task unassisted by the observer or other personnel.

continued …

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Final assessment BSBWOR202 Organise and complete daily work activities

… continued

In my direct experience with the candidate, the candidate has consistently performed to the required work standard and has repeatedly over time demonstrated: Sa

tis fa

ct or

y

Un sa

tis fa

ct or

y

O1 Discussing and agreeing on work goals and plans with assistance from appropriate people

O2 Planning and organising workload with the assistance of others

O3 Prioritising work and completing activities within designated timeframes

O4 Completing tasks within designated timelines and in accordance with organisational requirements and instructions

O5 Completing tasks within specified timelines, seeking assistance as required

O6 Using effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks

O7 Using effective communication

O8 Identifying factors affecting work requirements and taking appropriate action

O9 Using business technology efficiently and effectively to complete work tasks

O10 Selecting and using appropriate technology to complete the task

O11 Participating in verbal interactions using tone and language suitable to audience and context

O12 Seeking feedback on work performance from supervisors or colleagues

O13 Using listening and questioning techniques to seek information and confirm understanding

O14 Monitoring and adjusting work according to feedback obtained through supervision and comparison with established team and organisational standards

O15 Using feedback from others to monitor and improve work performance

O16 Identifying and planning opportunities for improvement in liaison with colleagues

continued …

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Final assessment BSBWOR202 Organise and complete daily work activities

Record of outcome

Training organisation name:

Learner name:

Unit code and title: BSBWOR202 Organise and complete daily work activities, Release 1

Assessor name:

Assessor email:

Assessor phone number:

Assessment tasks: Satisfactorily completed

Part A – Questioning

Part B – Project: Organising and completing daily work activities at BizOps Enterprises OR

Part C – Project: Organising and completing daily work activities at work

Part D – Observation OR

Part E – Third-party report

Declaration: In completing this assessment, I confirm that the candidate has demonstrated all unit outcomes through consistent and repeated application of skills and knowledge with competent performance demonstrated in multiple instances over a period of time.

Evidence collected has been confirmed as:

Valid

Current

Sufficient

Authentic

Final result:

Result date:

Assessor signature: