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Manage personal work priorities and professional development
|Unit Descriptor||This unit specifies the outcomes required to present confidently, prepare for personal responsibilities in the workplace and provide opportunities for personal professional development.|
|1 . Manage self.||
|2 . Set and meet own work priorities.||
|3 . Develop and maintain professional competence.||
|Key Competency||Examples of Application||Performance|
|How can information be collected, analysed and organised?|
|How are ideas and information communicated within this competency?|
|How are activities planned and organised?|
|How are problem solving skills applied?|
|How are mathematical ideas and techniques used?|
|How is use of technology applied?|
|How is team work used within this competency?|
Personal qualities include:
timeliness and punctuality
neatness of personal presentation
Work priorities include:
work in progress
planning new work
individual and team goals and targets
dealing with conflicting goals
prioritising and scheduling
determining work and personal needs.
Overview of assessment
This unit of competency could be assessed by the preparation of a personal work and personal development plan.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
an understanding of personal motivation and commitment
the ability to manage day to day responsibilities and conflicting demands in an efficient and cooperative manner
the ability to relate positively to fellow workers and the management team
the ability to assess personal strengths and weaknesses and plan and implement appropriate personal development.
Context of and specific resources for assessment
Resource implications for assessment include:
documentation that should normally be available in a building or construction office
relevant codes, standards, government regulations
a suitable work area appropriate to the construction process.
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the oracy, language and literacy capacity of the candidate and the work being performed.
Validity and sufficiency of evidence requires that:
competency must be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience, the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence taken only at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the oracy, language and literacy levels of the operator, and to any cultural issues that may affect responses to the questions, and reflect the requirements of the competency and the work being performed.