Assessor Resource

SFICOMP414A
Manage own professional performance

Assessment tool

Version 1.0
Issue Date: May 2024


This unit of competency involves effectively managing one's professional performance, and performing ethically and with the integrity required to ensure the public's confidence in its police service.

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

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm ability to:

consistently maintain own professional performance standards.

Context of and specific resources for assessment

Assessment is to be conducted on the job or in a simulated environment.

If undertaken in a simulated environment, then organisational documentation relating to an individual's performance would be required, such as code of ethics and jurisdictional legislation. A group of peers would be required for feedback.

Method of assessment

The following assessment methods are suggested:

portfolio of supporting evidence

personal journal

self-improvement projects

observation of practical demonstration

third-party reports.

Guidance information for assessment

This unit may be assessed holistically with other units within a qualification.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

dealing with and effectively responding to issues/events that challenge professional ethics

maintaining integrity and behaviour, including reporting of breaches to appropriate authorities

interacting professionally with colleagues and others

maintaining consistently high levels of professional ethics and integrity in all work practices and dealings with the community

maintaining consistently high levels of personal presentation (e.g. dress code, mannerisms and respectfulness)

maintaining personal health and stress at a level that will enable optimum operational performance

planning and implementing personal improvement plans

providing encouragement and support to others

recognising, accurately assessing and acknowledging personal strengths and weaknesses

seeking out and responding effectively to feedback related to personal performance.

Literacy skills used for:

researching, reading and recording information

self-assessment and reflection.

Required knowledge

acceptable/non-acceptable behaviour and practices

cultural awareness

ethical and integrity issues confronting fishery officers

factors pertaining to policing roles that affect/impact upon personal health and stress

internal procedures for dealing with breaches of professional ethics

internal/external professional support and development mechanisms

methods for assessing/reviewing personal performance and planning and implementing effective personal improvement strategies

professional associations

professional integrity and behaviour standards

relevant agency codes of practice/ethics

standards of behaviours

statements of values

team dynamics and impacts on personal work performance.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Own performance in the context of this unit may include:

an individual officer's professional ethics

integrity and behaviour in relation to that expected and implied within the organisation's stated codes of ethics/practice

statements of values, law, policy and procedures.

Professional performance standards are those:

personal and technical attributes and skills required to undertake the day-to-day tasks and duties of the incumbent's role to the required workplace performance level.

Self-assessmentand reflection on practice requires:

officers to regularly review:

performance against established service standards

personal professional goals and standards

feedback both formal and informal and in written or verbal formats.

The monitoring of performance against established standards may include:

colleagues

formal/informal organisational initiated performance appraisals

human resource personnel, family and other relevant community members

monitoring of supervised staff, colleagues and/or team staff morale

obtaining feedback from supervisors

others which facilitate the identification of personal strengths/weaknesses/issues to be addressed

personal reflective behaviour strategies/methodologies

subordinates.

The development and maintenance of ongoing personal professional competence may include:

establishing new career paths and goals, such as achievement of a particular specialist fishery policing function or rank

dealing with internal integrity matters

improving security of lifestyle

processes, such as:

personal competence/development models

specific work assignments

job rotation

formal education

internal training

involvement in community activities

personality improvement.

Self-improvement strategies may include:

adapting work rotation to facilitate changing personal/work priorities

counselling from appropriate personnel to overcome identified limitations

cultural awareness

development of improved interpersonal/technical skills

development/implementation of a personal/professional improvement program, either internal or external to the organisation, such as:

establishment of new career paths within or external to the organisation

formal/informal learning programs

mentoring

seeking coaching

updating stress management abilities

utilisation of existing strengths to focus future career development.

Participation in professional associations may include:

improved workplace performance resulting from adaptations to new technologies/organisational climates, acquisition of new skills, and rapid adoption of new work practices

promotion of individual ethics and integrity.

Participation in professional associations and formal and informal professional development activities should be focused on facilitating and encouraging the development and maintenance of high levels of professionalism.

Managing personal work priorities may include:

dealing with competing personal team member/partner priorities or levels of workplace performance and commitment

developing effective time-management strategies

identifying and dealing with the competing priorities of personal/family/professional responsibilities

optimising own on-the-job learning through establishing and achieving specific learning activities/competencies or working with a mentor

responding/adapting to unforseen/unplanned events.

Support and advice may include:

acting as a field supervisor

acting as a role model/mentor

assisting in induction

formal and informal socialisation

participation in a formal assessment program.

Appropriate action may include:

accessing peer support

advising team leader/coordinator of problems

seeking internal and/or external professional help

undertaking intervention programs to achieve a level of health and fitness commensurate with organisational policies.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Own performance standards consistently serve as a role model for other officers and the community as a whole. 
Personal and professional integrity is demonstrated to engender confidence and respect. 
Commitment to the jurisdiction's laws and the organisation's policy procedures and objectives are constantly demonstrated. 
Breaches of organisational codes of ethics and/or practice are recognised and reported in the required manner. 
Required personal andprofessional performancestandards are readily identified and acknowledged. 
Self-assessment andreflection on practice are regularly used to monitor performanceagainst established standards and accurately identify personal strengths and weaknesses. 
Formal and informal performance feedback is regularly sought and acted upon appropriately. 
Tasks are carried out to achieve outcomes sought and minimise resource usage. 
Currency of relevant professional operational competencies is maintained. 
Personal development and self-improvement strategies are identified, planned and implemented, and results evaluated. 
Participation in professional associations is undertaken. 
New developments and trends in fishery policing are identified and the associated knowledge and skills identified, acquired and applied. 
Jobs/tasks are prioritised and undertaken in accordance with unit/team goals. 
Competing demands are assessed and organised within time constraints to achieve individual, team and organisational priorities. 
Operational and self-development needs are balanced within the work environment. 
Informative and constructive feedback is provided to other personnel in a positive manner. 
Interaction with others promotes a productive and harmonious work environment. 
Encouragement, support and advice are provided to personnel, as required. 
Opportunities for appropriate action are identified and taken. 
Levels of personal physical and emotional health are routinely monitored and appropriately managed. 
Support is sought, where required, to enable identification and implementation of positive alternatives to personal problems. 

Forms

Assessment Cover Sheet

SFICOMP414A - Manage own professional performance
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SFICOMP414A - Manage own professional performance

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: