ELEMENT

PERFORMANCE CRITERIA

1. Establish own work schedule

1.1. Identify work to be completed based on instructions from the appropriate person

1.2. Prioritise work according to deadlines and organisational guidelines

1.3. Submit completed work to appropriate person for feedback

2. Participate in team structure

2.1. Identify the teammembers of a team and the role of each member

2.2. Identify the task or problem to be solved

2.3. Clarify and document an action plan including tasks and goals to be achieved by the team

2.4. Determine team standards for documentation and version control

2.5. Monitor progress of team against initial plan and organisationalgoals

2.6. Submit documentation to appropriate person for feedback

Required skills

Decision making within a limited range of options (e.g. when prioritising work according to organisational guidelines and deadlines)

Assertiveness (e.g. when identifying team roles)

Questioning and active listening (e.g. when giving and receiving feedback)

General customer service (e.g. when processing urgent tasks according to organisational guidelines)

Time management for self-management purposes (e.g.w hen prioritising work according to organisational guidelines)

Basic planning skills (e.g. when creating the action plan for work to be done by the team or individually)

Problem solving techniques for known problems in routine processes (e.g. when identifying and acting on tasks and goals)

Literacy skills in relation to general workplace documentation

Required knowledge

Principles of ethical work practice (e.g. when participating in teams)

Roles and responsibilities of individual team members

General understanding of social and organisational systems when participating in teams

Results orientated approaches (e.g. when establishing own work schedule)

Organisational structure and IT division structure so as to document own and teamwork practices

General organisational strategic direction and values so as to plan own and teamwork practices

General work team processes and group dynamics (e.g. when participating in teams)

Access and equity principles when communicating with people from diverse backgrounds and people with special needs

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:

Assessment must confirm the ability to participate in a team or act individually to meet organisational requirements, and be able to respond to requests and prioritise work schedules to meet organisational guidelines and deadlines.

To demonstrate competency in this unit the learner will require access to:

Organisational goals

Team members

Context of and specific resources for assessment

Working in a team allows a project or piece of work to be completed within a shorter timeframe. Achievement of team goals is a group effort that requires planning and communication skills from all team members.

The breadth, depth and complexity of knowledge and skills in this competency would prepare a person to perform in a range of varied activities or knowledge applications where there is a clearly defined range of contexts in which the choice of actions required is usually clear. There would generally be limited complexity in the range of operations to be applied.

Assessment must ensure:

Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes would be characteristic.

Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team.

Method of assessment

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

ICAS2010B Apply problem solving techniques to routine malfunctions

ICAW2002B Communicate in the workplace

An individual demonstrating this competency would be able to:

Demonstrate basic operational knowledge in a moderate range of areas

Apply a defined range of skills

Apply known solutions to a limited range of predictable problems

Perform a range of tasks where choice between a limited range of options is required

Assess and record information from varied sources

Take limited responsibility for own outputs in work and learning

Maintain knowledge of industry products and services

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.

Appropriateperson may include:

supervisor

teacher

authorised business representative

team leader

client

Problem refer to:

Refer to routine or non-routine problems that may affect the immediate work environment, particularly in relation to using equipment such as workstations, keyboards, mouse

Tasks may include but are not limited to:

work

activities

function

job

Organisational goals may include but are not limited to:

how and what the organisation wants to achieve in the following areas: work environment, problem solution processes, preventative maintenance and diagnostic policy, roles and technical responsibilities in the IT department, vendor and product service-level support agreements

Team members

May include but are not limited to peers, supervisors, team leaders, managers and other members of the organisation; people from outside the organisation; people from a range of social, cultural or ethnic backgrounds.

May involve aspects such as autonomy and responsibility of the team; responsibility of team members; goals of the team.

Unit sector

Team Work

This unit contains employability skills.