SUITABLE FOR BSBWOR501 - Software Publications · PDF file · 2015-08-06Business Services Training Unit of Competency Manage personal work priorities and professional development

Business Services Training

Unit of Competency Manage personal work priorities and professional development

BSBWOR501B

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage own performance and professional development. Particular emphasis is on setting and meeting priorities, analysing information and using a range of strategies to develop further competence.

Employability Skills This unit contains employability skills.

Application of the Unit

This unit applies to managers and focuses on the need for managers to be organised, focussed and skilled in order to effectively manage the work of others. As such, it is an important unit for most managers, particularly as managers serve as role models and have a significant influence on the work culture and patterns of behaviour.

Competency Field Management and Leadership - Management

SUITABLE FOR

BSBWOR501

Manage personal work priorities and professional development This book supports BSBWOR501B Manage personal work priorities and professional development in the Business Services Training Package. © Kerry Aldridge, August 2015

Author: Kerry Aldridge

ISBN 978-1-922012-97-5

Disclaimer All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or any information storage and retrieval system, without permission in writing from the publisher, Software Publications Pty Ltd. No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this book, the publisher and the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of the information contained herein. These learning materials have been prepared for use as part of a structured vocational education and training course and should only be used within that context. The information contained herein was correct at the time of preparation. Legislation and case law is subject to change and readers need to inform themselves of the current law at the time of reading.

Publishers – Software Publications Pty Ltd (ABN 75 078 026 150) Head office – Sydney Unit 3, 25 Gibbes Street Chatswood NSW 2067 www.softwarepublications.com.au

Published and printed in Australia

Performance Criteria

Page 6 BSBWOR501B Manage personal work priorities and professional development


Unit Competencies

Competency Element

Elements describe the essential outcomes of a unit of competency.


Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Where bold text is used, further information is detailed in the Required Skills and Knowledge and/or Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

1 Establish personal work goals

1.1 Serve as a positive role model in the workplace through personal work planning and organisation

1.2 Ensure personal work goals, plans and activities reflect the organisation’s plans, and personal responsibilities and accountabilities

1.3 Measure and maintain personal performance in varying work conditions, work contexts and contingencies

2 Set and meet own work priorities

2.1 Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives

2.2 Use technology efficiently and effectively to manage work priorities and commitments

2.3 Maintain appropriate work–life balance, and ensure stress is effectively managed and health is attended to

3 Develop and maintain professional competence

3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans

3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence

3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence

3.4 Undertake participation in networks to enhance personal knowledge, skills and work relationships

3.5 Identify and develop new skills to achieve and maintain a competitive edge


BSBWOR501B Manage personal work priorities and professional development Page 7

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

These skills must be assessed as part of this unit

communication skills to receive, analyse and report on feedback

literacy skills to interpret written and verbal information about workplace requirements

organisational skills to set and achieve priorities

This knowledge must be assessed as part of this unit

principles and techniques involved in the management and organisation of:

performance measurement

personal behaviour, self‐awareness and personality trait identifications

personal development plan

personal goal‐setting

time management

management development opportunities and options for self

organisation’s policies, plans and procedures

types of learning style/s and how they relate to the individual

types of work methods and practices that can improve personal performance



Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Italicised wording in the Performance Criteria is detailed below.

Own responsibilities and accountabilities may include:

expectations of workplace performance as expressed in a performance plan

outputs as expressed in position descriptions or duty statements

statement of conduct outlining an individual’s responsibilities/actions/ performance

Technology may include:

computerised systems and software, databases, project management and word processing

electronic diary

personal digital assistant (PDA)

Competency standards may include:

enterprise‐specific units of competency consistent with work requirements

nationally endorsed units of competency consistent with work requirements

Clients and colleagues may be:

colleagues at the same level and more senior managers

internal or external customers

people from a wide range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

team members

Development opportunities may include:

action learning

coaching

exchange/rotation

induction

mentoring

shadowing

structured training programs



Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency

Evidence of the following is essential:

systems and processes (electronic or paper‐based) used to organise and prioritise tasks, which show how work is managed

personal development plan, with career objectives and an action plan

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate documentation and resources normally used in the workplace

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:

analysis of responses to case studies and scenarios

direct questioning combined with review of portfolios of evidence and third party workplace reports of on‐the‐job performance by the candidate

observation of presentations

oral or written questioning to assess knowledge of work methods and practices that can improve personal performance

review of personal work goals, plans and activities

evaluation of work‐life balance

review of documentation assessing personal knowledge and skills against competency standards

Successful leadership Establish personal work goals


Successful leadership

With any style of leadership, it is the team members’ willingness to follow the leader’s directions that counts. A good leader recognises that there are times when a balance of styles works more effectively than any single style. Shared/participative and empowering leaders are more likely to have highly motivated employees working with them. High levels of interaction, encouragement and support offered by these leaders increases motivation levels. Positive reinforcement and recognition for accomplishments raises the self‐esteem of members and enhances commitment.

Positive reinforcement

Leaders should be present to observe the action and respond immediately.

Leaders should be aware that non‐verbal behaviours will impact the reinforcement.

Positive reinforcement should be repeated consistently, using different methods.

It is a mistake only to reinforce negatives.

The following chart outlines behaviours of successful leaders when practising positive leadership:

DO DON’T

Encourage Criticise

Praise Belittle

Support Use sarcasm

Show respect Be disrespectful

Involve everyone Involve only some

Acknowledge achievements Let achievements go unnoticed

Actively listen Be ignorant

Emphasise strengths Emphasise members’ weaknesses

Inform Keep people in the dark

Persuade Control

Leaders display:

Self‐confidence

Competence

Intelligence

Enthusiasm

Honesty

Ability

Imagination

Positive and highly ethical behaviours

Patience and tolerance.

Establish personal work goals Successful leadership


Leaders are:

Influential

An inspiration to others

Knowledgeable

Consistent

Change agents.

Leaders have:

High energy levels

Credibility

An independent outlook

Excellent communication and facilitation skills

Extensive networks which are continually maintained and built upon

A vision and the desire and ability to see it fulfilled (strong focus and commitment)

A broader perspective

People oriented focus.

Behaviour and the leader We all have preconceived ideas about what is appropriate and inappropriate behaviour in the workplace. Everyone watches the behaviour of others, listens closely and determines what is acceptable or appropriate. Behaviours displayed impact personal success and the success of others. A leader’s behaviour has a direct affect on everyone within the organisation. All leaders should display high standards of personal and professional conduct. Behaviour is a response to the environment and leaders have a major influence on the workplace environment by reinforcing certain behaviours. For example, if a leader only provides negative feedback, the environment will not be conducive to achieving positive results. On the other hand, providing positive feedback will produce positive outcomes. Leaders sometimes become role models for people within the organisation. Role models are generally those respected for their integrity and behaviours. They demonstrate values other people admire and aspire to. Good leaders are agents for organisational cultural change, reflecting a dynamic leadership style. Such individuals generally have a detailed understanding of the organisation’s philosophies and culture, and are successful in their own right. They also make excellent mentors and coaches.

Task 3: What is a role model?

Think of a person who you consider to be a positive role model.

What are the attributes they display that demonstrate positive role modelling.

Personal work planning and organising Establish personal work goals


Personal work planning and organising

To begin personal work planning and organisation, we need to understand the link between our role and the direction of the organisation. The Board of Directors will set company direction and cascade goals and objectives down through all levels of the organisation. Each level below will have goals and objectives with clear strategic alignment to the level above. This way, each level’s objectives are linked both upwards and downwards. Policy deployment by cascading objectives:

Company goals and objectives 5‐10+ years

↓

Long‐term business plans 3‐5 years

↓

Annual plan 1 year

↓

Department plan 1 year

↓

Team plan 1 year

↓

Individual plan 1 year

Responsibilities and accountabilities Position descriptions and statements of conduct help clarify the accountabilities and responsibilities to be considered when planning work and establishing work goals.

Task 4

Source your position description/duty statement and any other documents outlining your performance responsibilities and accountabilities.

List the responsibilities and accountabilities of your role.

What is the difference between responsibility and accountability?

Establish personal work goals Performance planning


Performance planning

Performance management annual process:

Set plan

Objectives, targets and

development opportunities

Review plan

Regular informal feedback and

formal reviews

Final review

Review plan versus actual

and final review discussion

Developing performance plans provides clear targets and measures to support the achievement of departmental and organisational goals and objectives. Performance plans are generally the framework around which personal work goals are established. Having clearly defined measures upfront allows progress to be tracked, highlighting successful achievement of targets or areas where improvement can be made. If targets are not being met, countermeasures can be implemented after undertaking problem‐solving activities.

Developing SMART Objectives

S Specific

Clear, unambiguous and easy‐to‐understand by those who are required to achieve them.

M Measurable

Setting targets that can be gauged by referring to a specific measure or measures.

A Appropriate

Expressing specific aims that an employee feels can realistically be achieved, with

some effort. Out of reach but not out of sight.

R Realistic

Relevant to the person expected to meet them. Enough control over work to meet targets.

T Timely

Set specific time frames for achievement of targets. Times should not be open‐ended.

Performance planning Establish personal work goals


Examples of “Action Verbs” to use when writing objectives:

Develop Create Negotiate Participate Produce

Design Research Respond Initiate Finalise

Discuss Report Demonstrate Resolve Coordinate

Identify Plan Implement Commence Write

Improve Return Increase Review Monitor

Reduce Continue Analyse Communicate Collate

Individual Development Plan

When developing individual plans, previous performance reviews, skills and capabilities and individual development opportunities should be taken into consideration. These will be discussed in greater detail in section 3.

Setting individual plans enables management and the individual to agree on expectations and objectives, based on business goals and objectives, while supporting the development of the individual.

An individual development plan is generally reviewed annually and adjusted accordingly.

Refer to section 3 for continuation of content in relation to measuring and maintaining personal

performance.

Task 5

Source the following documentation:

Your organisation’s structure

Company’s goals and objectives

Your Department’s annual plan

Your team’s annual plan

Your performance plan

Your individual development plan

Can you see the clear links?

Developing and maintaining professional competence

Develop and maintain professional competence


Developing and maintaining professional competence

Competency is the specific ability to deliver successful performance. Observable competencies include knowledge, skills and behaviour or attitude. Less easily observable is how a person thinks, their motives, traits and values.

Demonstration of competencies will depend on level and position, the nature of the job and the roles and responsibilities performed.

There are a number of sources from which individuals can obtain feedback to identify gaps and support development:

Performance and development review

Formal 360 feedback report (receive and analyse feedback)

Informal feedback from managers and/or peers

Skill and competency audits

Performance appraisals generally review the individual's performance against objectives and standards agreed at the start of each year. Throughout the year, targets and key milestones are monitored and feedback provided, so there are no surprises at the final review. Performance reviews can help identify if there are any skill gaps in the role.

360 degree reviews involve receiving formal feedback from people who work closely with you. Respondents can be peers, next level managers, direct reports, team members, customers, suppliers or anyone who is able to comment honestly on your performance. Feedback is typically provided on a form showing job skills/abilities/attitudinal/behavioural criteria and some sort of scoring or value judgement system. The receiver will also complete the same questions so a comparison can be reported. 360s help understand how you are perceived by others against how you benchmark yourself and identify potential areas for development.

Feedback can also be sought on an informal basis from stakeholders, peers, direct reports and others who work closely with you. Areas for future development can formally be documented in an individual development plan.

Conducting self‐assessments on competencies and skills can also provide information around developmental opportunities. Having your manager complete the same assessment can provide a second viewpoint and also provides a check as to your personal perceptions about your skill or competency level. Results can be represented visually to assist in the identification of developmental opportunities (refer sample on page 45).

Develop and maintain professional competence Developing and maintaining professional competence


Task 11

Complete the skills audit in Appendix 2.

Task 12

Research and document at least one other type of skills assessment audit.

Development Plan

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5Skill 1

Skill 2

Skill 3

Skill 4

Skill 5

Behviour 1

Behaviour 2

Behaviour 3

Behaviour 4

Behaviour 5

Self Rating Manager Rating

Tips for receiving developmental feedback Develop and maintain professional competence


Tips for receiving developmental feedback

Take constructive feedback on board.

Don’t argue or justify your position. If you don’t agree with the feedback, you don’t need to take any action. Not all feedback will be useful so make your own choices about how to use the feedback.

Keep perspective. Feedback is not a personal attack or insult, just an opportunity for further awareness and therefore further development.

Don’t sulk or withdraw as a result of receiving feedback.

Giving or receiving feedback, in particular job performance feedback, can be an emotional roller‐coaster if you let it be. Learn how to receive feedback gracefully, giving you the emotional headspace to learn and grow from the experience.

Task 13 – Workplace Competencies

Source a copy of the workplace specific competencies (if any) utilised in your organisation.

If your workplace has no specified competency standards, access the following document:

o http://www.businessballs.com/skillsetbehaviourset.pdf

Gather evidence of feedback (i.e. performance review, 360 feedback, informal feedback) you have sought.

Develop and maintain professional competence Principles of adult learning


Principles of adult learning

There are some rules that support the uptake of learning in any environment. These rules are called “The Principles of Adult Learning” and can be found in most publications on adult learning approaches (in one form or another). For adults to learn effectively, the information and skills must be presented applying these principles:

Active participation

When individuals are actively involved in their learning, there is greater

learning and application. Adults need active involvement in not only the

learning, but the planning and delivery of that learning. Involvement may

be physical, intellectual or emotional. Adults learn best by “doing”.

Holistic learning

Adults like to know where this material fits in relation to the whole.

Starting with the big picture, then dropping down into the specific details,

provides context for the material.

Meaningful and relevant

Participants learn best when the material is relevant and can be utilised in

practical ways. Adults need to be able to relate to the material – to

identify the meaning and relevance of the material to them and their

situation.

Learners will ask, “How does this relate to me? To my organisation? To my

past experience? To my present concerns? To my future? Why is it

important that I know this?”

Multi‐sensory learning

Confucius says –

I hear and I forget

I see and I remember

I do and I truly understand

By using a variety of techniques we can provide visual, auditory and

kinaesthetic input for more effective learning. The more senses we employ

in the learning process, the more effective the learning is likely to be.

We have five senses – why limit learning to one sense? Instead, use a

range of senses: sight, sound, taste, smell and touch. Using two or three

senses in the learning experience increases the learner’s capacity to

understand and retain the material.

Primacy and recency

Tell them what you are going to tell them, tell them, and tell them what

you have told them.

Learners tend to remember more of the first and last parts of any session.

Principles of adult learning Develop and maintain professional competence


Feedback

Individuals need feedback on their progress.

The principle of needing information about performance applies equally to

learners as well as those supporting the learning process. Setting up

situations so that we can receive information on performance not only

models the ongoing nature of learning, but also illustrates, in a very

practical way, the respect we have for adults engaged in learning.

Reward

Learners respond differently to learning experiences, yet they all need to

be able to identify the benefits and value of the experience. These

benefits act as a reward for the work learners have done and help

motivate further learning.

What constitutes a reward varies from person to person, and being aware

of individual perceptions of “reward” can assist in stimulating and

encouraging them.

Over‐learning

Learning cannot take place unless opportunities for practice and

reinforcement occur. Learners require appropriate time and the

opportunity to practice and reflect on what they have learnt and apply this

material to their workplace context.

Retention is increased by frequent attempts to recall. Learning programs

should provide lots of opportunities for learners to recall previously

delivered information and skills. Memory requires repetition (practice and

recall) of material.

Networking Develop and maintain professional competence


Networking

Networks are a powerful way to connect with or gain access to people for a variety of personal and professional reasons. The time and effort taken to build and maintain networks is a worthwhile exercise. Networking allows access to information and people in an organisation and involves mutual sharing of information. Many channels within an organisation are opened, when part of a network. Effective managers have extensive networks and interact with employees at all levels of the organisation. Most networks have their own norms and values. Some may be aligned to the culture of the organisation and demand acceptable standards and behaviours. Others may be informal, and a source to pick up on current issues, motivation levels and feelings. Benefits of workplace networks:

Provides a link to extensive communication channels

Builds relationships based on honesty, respect, openness and trust

Provides support and information sharing

Assists with bridging gaps between areas within the organisation

Increases knowledge of the dynamics of organisational culture

Accurate gauge for morale levels (monitor networks closely in times of

high excitement or insecurity)

Opportunity to resolve potential problems before they occur Personal benefits include:

Part of an information loop

Relationship‐building with the purpose of mutual support;

Enhances reputation and credibility

Advice and assistance when dealing with problems

Provides a sounding board for your ideas and plans

Reduces feelings of isolation

People will seek advice and input when they understand your

role and strengths, enhancing capacity to influence others

Tips for cultivating a network:

Introduce yourself to colleagues

Make eye contact and maintain a pleasant facial expression

Introduce yourself without fanfare

Ask lots of questions

Keep a log of your networking activities

Raise your visibility (join cross‐organisational teams)

Stay professional and keep a positive attitude

Develop and maintain professional competence Networking


Task 17

Identify the networks you are part of.

Consider how you could extend your workplace networks.

Revision Questions

1 Where are you able to source feedback to support professional development?

2 What does the term competency mean?

3 Why should you consider the principles of adult learning when developing new skills, knowledge or competencies?

4 What are the four (4) PART learning styles and their key learning attributes?

5 Why are networks an important aspect of professional development?

Employability Skills Assessment


Employability Skills

Employability skills are embedded in the competencies. Refer to the employability skills summaries for the qualification in question, to establish the specific applications. This is established at the Qualification rather than the Unit level.

The following table lists activities and exercises that may demonstrate specific employability skills in general terms.

Skills Relevant Task

Communication Task 4, 5, 17

Teamwork Question 1, 2, 10

Task 17

Problem‐solving Task 15

Initiative and enterprise Question 4

Planning and organising Question 1, 2, 3, 4, 6, 7, 8, 9, 11

Task 6, ,7, 8, 9, 13

Self‐management Task 1, 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15

Question 1, 2, 3, 4, 6, 7, 8, 9, 11

Learning Task 13, 15

Question 7, 9, 11

Technology Task 2, 7, 10, 12, 13, 14, 16

Question 5

Page 93

BSB BUSINESS SERVICES TRAINING PACKAGE

SUPPLEMENT

This workbook can be used by learners completing a qualification in the BSB Business Services Training Package.

Page 94

BSBWOR501 Manage personal work priorities and professional development Application This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.

It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a significant impact on the work culture and patterns of behaviour of others as managers at this level are role models in their work environment.

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

Unit Sector Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

Element Elements describe the essential outcomes.

Performance criteriaPerformance criteria describe the performance needed to demonstrate achievement of the element.

Page Reference

How will the evidence be gathered?

1 Establish personal work goals

1.1 Serve as a positive role model in the workplace through personal work planning

18, 21, 26 Question 1 (a & b)Third Party Report

1.2 Ensure personal work goals, plans and activities reflect the organisation’s plans, and own responsibilities and accountabilities

22–24, 27 Question 2 (a & b)Portfolio

1.3 Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur

28, 44–62 Question 3 (a & b)Portfolio

2 Set and meet own work priorities

2.1 Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives

30–34, 39 Question 4 (a & b)Third Party Report

2.2 Use technology efficiently and effectively to manage work priorities and commitments

35, 40 Question 5 (a & b)Portfolio

2.3 Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to

36–38, 41 Question 6 (a & b)Third Party Report

Page 95

Element Elements describe the essential outcomes.

Performance criteriaPerformance criteria describe the performance needed to demonstrate achievement of the element.

Page Reference

How will the evidence be gathered?

3 Develop and maintain professional competence

3.1 Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans

44–45, 54, 58, 83–84

Question 7 (a & b)Portfolio

3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence

46, 59 Question 8 (a, b, c, & d) Third Party Report

3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence

47–54, 60 Question 9 (a & b)Portfolio

3.4 Participate in networks to enhance personal knowledge, skills and work relationships

56, 61 Question 10 (a & b) Third Party Report

3.5 Identify and develop new skills to achieve and maintain a competitive edge

54, 62 Question 11 (a, b & c) Portfolio

Page 96

Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Skill Performance

Criteria Description Page reference

Learning 3.1, 3.2, 3.3, 3.4, 3.5

Investigates and uses a range of strategies to develop personal competence

44–62

Reading 1.2, 3.1, 3.2 Analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning

36, 44, 46, 54, 59

Writing 3.2 Uses feedback to prepare reports that summarise ways to improve competence

44, 59

Oral communication

3.2 Uses active listening and questioning to seek and receive feedback

46, 59

Navigate the world of work

1.2, 2.1 Understands how own role contributes to broader organisational goals

22–24

Considers organisational protocols when planning own career development

22–24

Interact with others

1.1, 3.2, 3.4 Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders

38

Uses interpersonal skills to establish and build positive working relationships with others

18–21

Get the work done

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1

Plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare

30–41

Identifies and uses appropriate technology to improve work efficiency

35, 40

Page 97

Assessment requirements v1.1

Performance Evidence Evidence of the ability to: Exercises and Assessment tasks use business technology to create and use systems and

processes to organise and prioritise tasks and commitments Question 5 Portfolio

measure and maintain personal work performance including assessing competency against competency standards and seeking feedback

Question 3 Question 7 Question 8 Question 11 Portfolio

maintain an appropriate work-life balance to manage personal health and stress

Question 6 Third party report

participate in networks Question 10 Third party report

develop a personal development plan which includes career objectives and an action plan

Question 9 Question 11 Task 15 Portfolio

develop new skills. Question 11 Portfolio

Knowledge Evidence To complete the unit requirements safely and effectively, the individual must:

Exercises and assessment tasks

explain principles and techniques involved in the management and organisation of: performance measurement personal behaviour, self-awareness and personality traits

identification a personal development plan personal goal setting time

Question 2 Question 4 Question 7 Question 9 Portfolio Third party report

discuss management development opportunities and options for self

Question 9 Question 11 Portfolio

describe methods for achieving a healthy work-life balance Question 6 Third party report

outline organisation’s policies, plans and procedures Question 2 Task 9 Portfolio

explain types of learning style/s and how they relate to the individual

Question 9 Portfolio

describe types of work methods and practices that can improve personal performance.

Question 1 Question 4 Question 11 Portfolio

SUITABLE FOR BSBWOR501 - Software Publications · PDF file · 2015-08-06Business Services Training Unit of Competency Manage personal work priorities and professional development

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