Running head: STUDY PROGRAM

Study Program: Work Life Balance

Name

Institution
 STUDY PROGRAM
2

Assessment 1
Methods for Achieving Health Work Balance
An individual must determine the priorities by reflection on what is important and less important.

This strategy is used to establish the top priorities both at the workplace and home. After the

determination of the priorities, a person is required to create a schedule by analyzing the tasks

that need to be accomplished.

Second, to achieve a healthy workplace an individual is necessary to have a schedule or a time

tracker. It will help in analyzing the present circumstances and then keeps a time record to ensure

each activity has been performed by the time.

Establishment of boundaries is another important method in a healthy work balance. One is

needed to know the things that can be done at work and home. It will avoid conflict of interests

between workplace and home (Beausaert, Segers, & Gijselaers, 2011).

Methods to Improve Work Performance

Adoption of good communication skills; communication skills are necessary for high

performance at work, and an individual can go through a training process to acquire the skills.

Learning and development initiatives; an employee can go through a learning and development

process to improve his or her abilities at work (Ireland, Cure, & Hopkins, 2012).

Research is another method that can be used to improve performance. It is done by doing a

detailed study on the task given.

Embrace teamwork which will assist in acquiring skills from others and thus improve individual

performance.

Organization and prioritization of activities through the creation of a schedule will assist in

improving the performance of a person at work.

 STUDY PROGRAM
3

Principles and Techniques of Management

Principle Techniques
Personal Goals Setting 1. Motivational goals in the first technique

1. Clarity; the goals must be clear in goal setting.

2. Challenge; the person need to test him 2. Use of SMART
S-Smart
or herself while setting the goals M-Measurable
A-Achievable
R-Realistic
T-Time bound
Performance measurement 1. Use of the balanced scorecard that uses

1. Focus on the strategic context quantifiable data of different elements

2. Confrontation of reality; the company
of the organization
must face its strengths, weaknesses, 2. Self -evaluation tool is used by

opportunities and threats to be able to individuals to measure their

grow and compete in the market performance at work (Morisano, &

(Krasten, 2013) Shore, 2010)

Time Management 1. Profit from odd lot time
2. Calendar or Schedules
1. Hierarchical of needs
2. Effectiveness and efficiency
Personal Behaviour 1. Use of DISC Assessment that means

1. Personal integrity; involves on what an dominance, interactive, steadiness and

individual can do and not to by Cautious

2. Insight discovery tool is used by
personal values.
2. Being authentic and humanistic involve employees to measure their

being transparent and genuine to others performance in the company

in issues. (Prichard, 2012)

Personal Development Plan
1. Happiness is the goal of personal
development
2. Happiness is found in the internal state
1. Set of deadlines
2. SWOT analysis used to establish the
strengths, weaknesses, opportunities
and threats.
 STUDY PROGRAM
4

of a person

Learning Style Model

The VAK learning style model stands for Visualizing modality, auditory modality and kinesthetic

modality that was established by Barbe and colleagues. The terms and conditions in this model

can work independently or dependent of other modalities. They change over time and can

integrate.

Management Development Opportunities

There is worker training that can be done using various learning and development programs

created by an individual or organization.

There is also job rotation that involves being changed from one department to another to assist in

integration and learning of new skills (Kunjufu, 2010).

Promotions are used to encourage employees to perform effectively in their current position so as

to be promoted to another one.

Assessment Two
Task 1.1: Australiss Plans and Student Responsibilities and
Accountabilities
The responsibilities of students especially of for international are guided by the Visa terms and

conditions. They regulated by the Migration Regulation and then enforced by the Department of

Immigration and Border Protection. The students are required to enroll and maintain subject

progress, attend classes and reach the set minimum score in exams (satisfactory results). The

students are further to pay tuition fees as required and then inform the University of any change

in regards to the studies.

Task 1.2: Work Plan

Objectives Strategies to Resources Outcome Failure or Mitigation
 STUDY PROGRAM
5

for the Unit Achieve the Variation to Strategies

Competency Objectives Achieve the

Objectives
Able to Do pre- Reading Capturing of Not able to Create of

analyze the learning materials the central master all assessment

core elements methods and such as concepts concepts program on

of the group self- course books the

by the end of assessment understandin

the course g of the unit

Have the Formation of The Internet, Engagement

ability to discussion course books and having

engage others groups and library excellent

in discussion communication

of the unit skills

Capable of Continuous Course book, Have excellent

answering the reading and the internet research skills

questions at revision and and

the end of the creation of a secondary

topics of the timetable books

unit
Have the Revision and Past question Getting good Getting Seek

ability to self- papers, grades in the average guidance

perform well assessment course books final results from the

in the final and library examination assessor.

assessment
Able to Pre-reading Teacher Being fluent
 STUDY PROGRAM
6

engage in and asking Books and and interactive

class and and the internet in class

discussion answering

presented by questions

the assessor

Task 1.3: Alignment between RTO Goals and Personal Goals

The Australis goals are based on an excellent performance of the students and meet the

institutional department guidelines. The work plan will focus on taking extra learning time to

ensure that my performance is good. It will be done by attending classes and seeking guidance

from the instructors (Scriven, 2011).

Task 1.4: Measurement and Maintenance Personal Performance

Plan Achievements Failures Mitigation
Attend all classes Able to attend 80 Failed to meet the 100 Establish my

percent of classes percent class priorities and have

attendance a schedule of

activities.
Create discussion Formed a group

group

Task 2.1: Priorities Competing Demands

Task Factors Weighing Rationale Priority Outcome

9scale of 1 to

10)
Creation of 8 I was able to Self- Create and a

schedule establish a assessment clear and

program and reflection compelling

 STUDY PROGRAM
7

regarding my on my schedule

priorities as a personal time

student and and class

my social life work time

Reading the 7 I was not in Making of Understand

first topic general able notes as I the central

to cover the read the topic concepts

whole topic
Discussion 8.5 The group Answering Understand

the first topic discussion questions the topic

helped to asked by the

understand panel

the parts had members and

not read on listening to

the topic others

Research and 6 I was not able Going to the Understand

answering to address all library to the topic

questions on areas of my research on

the first topic weaknesses. other

Also, not able materials on

to solve all the topic

the issues

correctly
Research and 8 I was able to Picking the Understand

answering answer most issues I can the topic

 STUDY PROGRAM
8

previously of the answer and

tested questions by the difficult

questions on the end of the one I noted

the unit day. them down to

be used in the

next

discussion
Group 9.5 We were on Answering of Understand

discussion the verge of questions the topic

being in a from other

position to reading

achieve our materials and

goals as a online

group. All the research

members

understood

the topic
Carrying out 9 I was able to Answering Score high

a self-testing score high the questions mark.

and marks on the that are

assessment tests. accessible to

the ones that

are

problematic
 STUDY PROGRAM
9

Task 2.3: Work-Life Balance- Time

In work, a plan had to carry out study activities for 4 hours for personal studies and 2 hours two

days group discussion weekdays. In the weekend had only 2 hours of individual studies and 1

hour of group discussion.

4 x 5= 20 hours of individual studies

2 x 2-= 4 hours of group studies

2 x 2= 4 hours of studies during weekends

1 + 1= 2 hours of group studies on the weekends

In the study plan, I have private studies, group discussion, class work and seeking the instructor's

guidance. Also, I have personal time for physical exercises, watching movies and reading novels

and visiting friends.

My lifestyle activities take averagely 3 hours daily, and on the weekends I use approximately 6

hours.

In a day I sleep for 8 hours

On an average day, I take 30 minutes break between my studies, and this amounts to 2 hours

In a day I am stressed approximately for 20 minutes

Work-Life Balance Discussion

There have to be decisions made to ensure work life balance

Priority is another element of this topic

Time factors matter in work-life balance

Work-Life Balance- Objectives

Have a schedule of activities on daily basis

Prioritization of activities

Refocus on important issues

 STUDY PROGRAM
10

Task 2.4Effective Stress Management

I was stressed while taking my self-assessment test as I did not achieve my goals of excellence

score.

The coping situations: engagement of other students in the discussion

Seeking guidance from the assessor

Effectiveness of the coping strategies; out of a scale of 10 they score 9.5

Other plans; watching movies and doing physical exercise to reduce stress

Having a nap and relax to refresh the mind

The effectiveness of the mechanisms; 9 out of 10

Task: 2.5Health
Physical exercise

Healthy eating

Regular medical check up

Health sleeping

Strategies
Physical Exercise; having one hour of the activity

Healthy eating; ensure I have taken balanced and timely meals

Regular medical check-up; ensure that I have a monthly appointment with a physician

Health sleeping; have 8-hour sleep daily

3.1 Competency
Competency Rating
Performance Criteria
Foundation Skills
Knowledge Evidence
Performance Evidence
 STUDY PROGRAM
11

Task 3.3 Learning Style

Integrated Coaching and Independent Training

Involves an instructor and self-learning techniques

Discussion and pre-assessment

Post-assessment testing

Comparison of pre-assessment and post-assessment testing

Task 3.4 Alignment of Work Plan and Learning Style

From the work plan, I use group discussion, coaching, and independent learning in my course.

Therefore, it aligns with the learning style (Prichard, 2012).

 STUDY PROGRAM
12

References
Beausaert, S., Segers, M., & Gijselaers, W. (2011). The Personal Development Plan Practice

Questionnaire: the development and validation of an instrument to assess the employee's

perception of personal development plan practice. International Journal of Training and

Development, 15(4), 249-270. doi:10.1111/j.1468-2419.2011.00375.x

Canestrelli, E., & Nardelli, C. (2011). Dynamic Portfolio Management with a Discrete-Time

Stochastic Maximum Principle. Contributions to Management Science, 24-36.

doi:10.1007/978-3-642-46938-1_4

Ireland, B., Cure, R., & Hopkins, L. (2012). Perfecting your personal development plan. Vital,

6(2), 40-41. doi:10.1038/vital946

Kastner, M. (2010). Work-Life Balance fr Extremjobber. Work-Life Balance, 1-27.

doi:10.1007/978-3-642-11727-5_1

Kunjufu, J. (2011). Understanding black male learning styles. Chicago, IL: African American

Images.

Morisano, D., & Shore, B. M. (2010). Can Personal Goal Setting Tap the Potential of the Gifted

Underachiever? Roeper Review, 32(4), 249-258. doi:10.1080/02783193.2010.508156

Pritchard, A. (2012). Ways of learning: Learning theories and learning styles in the classroom.

London: David Fulton.

Scriven, A. (2013). Health Promotion Settings: An Overview. Health Promotion Settings:

Principles and Practice, 1-12. doi:10.4135/9781446288962.n1