- CUVICS02B - Share ideas in the workplace
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUVICS02B Mapping and Delivery Guide
Share ideas in the workplace
Issue Date: December 2018
||Unit of Competency||CUVICS02B - Share ideas in the workplace|
|Description||This competency standard covers the skills required to share idea/s with others in the workplace in a range of contexts within the cultural industries. This entails being confident in idea/s, selecting the most appropriate method to communicate it, accepting feedback and identifying areas for improvements. This competency standard has been designed to encourage employees to discuss and think about ideas they may have in relation to work practices, services or products in the industry. It relates to entry and operative level positions in the cultural industries in areas such as event organisers, sales functions in community arts facility/studio, stage design, public art, music studio or a graphic design studio. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.|
|Employability Skills||This unit contains employability skills.|
|Learning Outcomes and Application|
|Duration and Setting||X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
|Competency Field||Research and Innovation|
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Clarify idea/s for communication|
|Element: Prepare for communication|
|Element: Share idea/s|
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
Evidence of the following is essential:
clear and confident definition of idea/s
effective expression of idea/s to others within a work context in the cultural industries
ability to actively listen for both positive and negative feedback and modify idea/s accordingly.
Context of and specific resources for assessment
Assessment must ensure:
interaction with others to reflect the collaborative nature of the improvement process.
Method of assessment
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
direct observation of the candidate participating in discussions and other collaborative activities to develop ideas
oral or written questioning to assess knowledge of methods for sharing and communicating ideas within the workplace.
Guidance information for assessment
This competency standard should be assessed with other standards that make up a specific job function for a specific context within the cultural industries.
Standards may include:
CUVPHI01B Source and apply photoimaging industry knowledge
CUSADM01A Purchase or hire equipment/supplies
CULMS410A Provide research assistance
CUVCOR03B Develop, refine and communicate concept for own work
CUVCRS01B Plan work for a nominated site
CUEMAR01B Assist with marketing activities
BSBDES402A Interpret and respond to a design brief
Please note: the above is a generic list which may apply across the cultural industries. Some of the units may not be included in this particular Training Package.
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the 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.
ability to accept positive and negative feedback
ability to observe details of people, objects and events
ability to experiment with ideas and modify them
ability to recognise limitations and ask for help where needed
ability to listen to ideas and opinions of others with an open mind
ability to ask questions and seek clarification
ability to follow organisational guidelines or work under supervision.
selecting appropriate communication methods
organisational structure, such as who the relevant people in the organisation are and who to notify if there are problems
evaluation and review procedures.
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.
The effects will include:
the people who may be involved
the resources and processes needed to develop and implement the idea/s
the impact on the workplace.
Other options include:
considering other ideas and being open to make changes to the original idea.
Relevant people may include:
an area leader
Communication methods refer to how and when you will present your ideas such as:
face to face in a team meeting
in an informal discussion or one on one with a specific person
during an informal discussion
by email or telephone.
Responses can be anticipated by:
visualising the meeting or discussion
thinking through both positive and negative aspects of the idea
identifying the questions and viewpoints of others.
Seeking, discussing and accepting feedback refers to:
clarifying, understanding and evaluating
accepting and rejecting the opinions and ideas of others' as appropriate.
Modifying ideas involves:
making improvements or developing your idea/s based on the feedback received.
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.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Advantages and disadvantages of idea/s are identified.|
|Information relevant to the idea/s is gathered.|
|Effects of the idea/s are identified.|
|Other possible options are considered.|
|Relevant people are identified.|
|Suitable communicationmethod is selected.|
|Suitable time and place for communication is established.|
|Responses are anticipated and support for idea/s is developed.|
|Idea/s is presented in appropriate way.|
|Feedback is sought, discussed and accepted.|
|Idea/s is modified accordingly.|
Assessment Cover Sheet
CUVICS02B - Share ideas in the workplace
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
CUVICS02B - Share ideas in the workplace
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent