ELEMENT

PERFORMANCE CRITERIA

1. Model high standards of personal performance, ethics and integrity

1.1 Own performance standards consistently serve as a role model for other officers and the community as a whole

1.2 Personal and professional integrity is demonstrated to engender confidence and respect

1.3 Commitment to jurisdictional laws and organisational policies, procedures and objectives is constantly demonstrated

2. Review and monitor own performance

2.1 Required personal and professional performance standards are readily identified and acknowledged

2.2 Self-assessment and reflection in practice are regularly used to monitor performance against established standards and to accurately identify personal strengths and weaknesses

2.3 Formal and informal performance feedback is regularly sought, accepted and acted upon appropriately

2.4 Tasks are carried out to achieve outcomes sought and to minimise resource usage

3. Develop and maintain ongoing personal competence

3.1 Currency of relevant professional operational competencies is maintained

3.2 Personal development strategies are identified, planned and implemented and results are evaluated

3.3 New developments and trends in policing are identified and associated knowledge and skills are identified, acquired and applied

4. Manage personal work priorities

4.1 Jobs/tasks are prioritised and undertaken in accordance with unit team goals

4.2 Competing demands are assessed and organised within time constraints to achieve individual, team and organisational priorities

5. Assist and support other personnel

5.1 Productive and harmonious work environment is promoted through interaction with others

5.2 Encouragement, support and advice is provided to personnel as required

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

deal with and effectively respond to, issues/events that challenge professional ethics

display integrity in behaviour including the reporting of breaches to appropriate authorities

maintain consistently high levels of personal presentation (dress code, mannerisms, respectfulness, etc.)

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

plan and implement personal improvement plans

recognise, accurately assess and acknowledge personal strengths and weaknesses

seek out and respond effectively to feedback related to personal performance

Required Knowledge

acceptable/non-acceptable behaviour and practices

cultural awareness

ethical and integrity issues confronting police officers

internal/external professional support and development mechanisms

internal procedures for dealing with breaches of professional ethics

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

organisational policies and procedures (such as relevant legislation; operational, corporate and strategic plans; operational performance standards; operational policies and procedures; organisational personnel and occupational health and safety practices and guidelines; organisational quality standards; organisation's approach to environmental management and sustainability)

professional associations

professional integrity and behaviour standards

registration bodies (if applicable)

relevant organisational codes of practice/ethics

statements of values

team dynamics and its impacts on personal work performance

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

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

Assessment must confirm the ability to:

consistently maintain professional performance standards.

Consistency in performance

Competency should be demonstrated over time in a range of actual or simulated workplace environments.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed over time in a range of actual or simulated workplace environments.

Specific resources for assessment

There are no specific resource requirements for this unit.

Method of assessment

In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook.

Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment.

Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include:

direct observation

interviewing the candidate

journals and workplace documentation

third party reports from supervisors

written or oral questions.

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 in the Performance Criteria is detailed below.

Own performance may include

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, policies 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-assessment and reflection may include:

Officers regularly reviewing their own performance against established service standards and their own personal professional goals and standards

Seeking formal and informal feedback in written and/or verbal formats

Monitoring performance may include:

Formal/informal organisational initiated performance appraisals

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

Personal reflective behaviour strategies/methodologies

Processes that facilitate the identification of personal strengths/weaknesses/issues to be addressed

Obtaining feedback from supervisors, subordinates, colleagues, human resources personnel, family and other relevant community members, etc.

Acting on feedback appropriately 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

Personal development strategies may include:

Counselling from appropriate personnel to overcome identified limitations

Dealing with internal integrity matters

Developing/implementing a personal/professional improvement program, either internal or external to the organisation including such things as:

adapting work rotation to facilitate changing personal/work priorities

coaching

cultural awareness

developing/improving interpersonal/technical skills

formal/informal learning programs

mentoring

updating stress management abilities

utilising existing strengths to focus future career development

Establishing new career paths within or external to the organisation

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

Improving security of lifestyle

Personality improvement

Using processes such as:

formal education

internal training

involvement in community activities

personal competence/development models

Which may take place during work time and off duty time

Prioritising jobs/tasks 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 competing priorities of personal/family/professional responsibilities

Optimising own on-the-job learning through establishing and achieving specific learning activities/competencies, working with a mentor, etc.

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

Participating in a formal assessment program