Operate in an automotive administration environment Evidence Guide

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Evidence Guide: AURA254280A - Operate in an automotive administration environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

AURA254280A - Operate in an automotive administration environment

What evidence can you provide to prove your understanding of each of the following citeria?

Determine potential career path and develop individual goals

Occupational health and safety (OHS) requirements, including personal protection needs, are observed throughout the work
Structure of the relevant automotive sector, including roles and functions of industry/association bodies, is identified
Personal skills are assessed to identify strengths and weaknesses
Business expectations are researched
Personal expectations are identified and goals determined
Potential career paths in automotive are researched and matched with personal goals
Training needs are identified and incorporated into career planning

Occupational health and safety (OHS) requirements, including personal protection needs, are observed throughout the work

Completed
Date:

Teacher:

Evidence:

Structure of the relevant automotive sector, including roles and functions of industry/association bodies, is identified

Completed
Date:

Teacher:

Evidence:

Personal skills are assessed to identify strengths and weaknesses

Completed
Date:

Teacher:

Evidence:

Business expectations are researched

Completed
Date:

Teacher:

Evidence:

Personal expectations are identified and goals determined

Completed
Date:

Teacher:

Evidence:

Potential career paths in automotive are researched and matched with personal goals

Completed
Date:

Teacher:

Evidence:

Training needs are identified and incorporated into career planning

Completed
Date:

Teacher:

Evidence:

Meet automotive administration employment requirements

Business organisational structure and individual roles and responsibilities are identified
Obligations to employers and others, including confidentiality requirements are complied with
Lines of communication and authority are identified and complied with
Work practices comply with legislation, regulations, codes of practice and team expectations, policies and procedures

Business organisational structure and individual roles and responsibilities are identified

Completed
Date:

Teacher:

Evidence:

Obligations to employers and others, including confidentiality requirements are complied with

Completed
Date:

Teacher:

Evidence:

Lines of communication and authority are identified and complied with

Completed
Date:

Teacher:

Evidence:

Work practices comply with legislation, regulations, codes of practice and team expectations, policies and procedures

Completed
Date:

Teacher:

Evidence:

Manage daily work activities

Own work role and responsibilities are identified and complied with
Lines of communication with supervisors, peers and external persons are identified and utilised
Individual tasks are identified, prioritised and completed within designated timeframes and business standards according to work schedule
Assistance is sought from appropriate persons when difficulties arise in achieving allocated tasks
Changes are made to workload or work priorities where unforeseen circumstances or developments occur
Own work is monitored and adjusted according to feedback obtained from supervisors and comparison with established business and workplace standards
Personal workspace is kept in a well organised and in a safe condition in accordance with workplace standards
Potentially discriminating and/or hazardous practices and policies are identified and reported to appropriate team persons

Own work role and responsibilities are identified and complied with

Completed
Date:

Teacher:

Evidence:

Lines of communication with supervisors, peers and external persons are identified and utilised

Completed
Date:

Teacher:

Evidence:

Individual tasks are identified, prioritised and completed within designated timeframes and business standards according to work schedule

Completed
Date:

Teacher:

Evidence:

Assistance is sought from appropriate persons when difficulties arise in achieving allocated tasks

Completed
Date:

Teacher:

Evidence:

Changes are made to workload or work priorities where unforeseen circumstances or developments occur

Completed
Date:

Teacher:

Evidence:

Own work is monitored and adjusted according to feedback obtained from supervisors and comparison with established business and workplace standards

Completed
Date:

Teacher:

Evidence:

Personal workspace is kept in a well organised and in a safe condition in accordance with workplace standards

Completed
Date:

Teacher:

Evidence:

Potentially discriminating and/or hazardous practices and policies are identified and reported to appropriate team persons

Completed
Date:

Teacher:

Evidence:

Contribute to a productive team environment

Information and knowledge relevant to work is shared with team members to ensure designated work goals are met
Personal work objectives are identified and prioritised in accordance with team requirements
Constructive feedback received from other team persons is encouraged, acknowledged and acted upon
Variations in the quality of components and/or work practices from team standards are detected and reported to appropriate team persons in accordance with team procedures
Assistance is actively sought from or provided to other persons when difficulties arise
Communication techniques are used to gather and understand relevant instructions
Signs of potential interpersonal conflict are identified, constructively acted upon and/or referred to a supervisor where appropriate

Information and knowledge relevant to work is shared with team members to ensure designated work goals are met

Completed
Date:

Teacher:

Evidence:

Personal work objectives are identified and prioritised in accordance with team requirements

Completed
Date:

Teacher:

Evidence:

Constructive feedback received from other team persons is encouraged, acknowledged and acted upon

Completed
Date:

Teacher:

Evidence:

Variations in the quality of components and/or work practices from team standards are detected and reported to appropriate team persons in accordance with team procedures

Completed
Date:

Teacher:

Evidence:

Assistance is actively sought from or provided to other persons when difficulties arise

Completed
Date:

Teacher:

Evidence:

Communication techniques are used to gather and understand relevant instructions

Completed
Date:

Teacher:

Evidence:

Signs of potential interpersonal conflict are identified, constructively acted upon and/or referred to a supervisor where appropriate

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide


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	Interpret and apply business requirements Correctly apply and use safety equipment and personal protective equipment Follow task instructions, operating procedures and inspection processes to: minimise the risk of injury to self and others prevent damage to equipment or documents achieve required outcomes within business time and quality standards produce a career plan which covers: personal goals and expectations opportunities timeframes and personal development needs Work with and around other team members Work effectively with others Modify activities to cater for variations in workplace context and environment.
Context of and specific resources for assessment	Assessment may occur on the job or in a workplace simulated facility with relevant stationery, office tools and equipment. Assessment of this unit of competence may include project related tasks and require portfolios or other forms of indirect evidence of process. Access to standard business policies and procedures related to job descriptions, OHS policy, authority and communication lines, as identified in the Range Statement. Personal protective equipment and information and procedures as identified in the Range Statement and a work environment.
Method of assessment	Assessment methods must confirm consistency of performance over time and in a range of workplace relevant contexts. Assessment should be by direct observation of tasks and questioning on underpinning knowledge. Assessment should be conducted over time and may be in conjunction with assessment of other units of competence.
Guidance information for assessment

Required Skills and Knowledge

Required skills

collect, organise and understand information related to automotive administration, including roles and responsibilities, OHS requirements and potential career paths

communicate ideas and information to enable articulation of personal goals and career choices, and information to team members in the workplace

plan and organise activities, including equipment and resources to avoid backtracking, workflow interruptions or wastage

work with others and in a team using cooperative approaches to optimise work practices and contribute to a productive team environment

use mathematical ideas and techniques to interpret work instructions and complete specified tasks

use problem-solving techniques to develop solutions to unpredicted situations, clarify work instructions where necessary, and resolve conflict

use workplace technology related to measurement, including tools, equipment, calculators and measuring devices

Required knowledge

structure of relevant sector of automotive industry

roles of the industry associations and regulatory bodies

roles and responsibilities of trainees

source of information related to contract to train, including NAC and RTO

authority and communication lines within automotive businesses

work ethic and business expectations, including personal attitudes needed

appropriate automotive terminology used to assist work performance

goal setting methods and techniques

communication principles and techniques

conflict resolution principles and techniques

Range Statement


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.
Business types	Businesses may include but are not limited to those related to mechanical repairers, body repairers, vehicle sales, bicycle workshops, marine repairers, parts and aftermarket sales
Business expectations	Business expectations include standards of: dress, personal presentation, preparedness and personal conduct (including respect for the rights and responsibilities of others) quality and timeframe of work and the role of excellence and innovation knowledge of tools and equipment and specific work area functions commitment, responsibility and preparedness for work, including working flexible hours to meet deadlines confidentiality and ethical work practices contribution to the overall effectiveness of the business
Personal protective equipment	Personal protective equipment is to include that prescribed under legislation, regulations and enterprise policies and practices
Information/documents	Sources of information/documents may include: business policies and procedures relating to use of work areas, authorities and lines of communication instructions, including worksheets, checklists and plans procedures relating to reporting and communication procedures relating to the use of tools and equipment manufacturer/component supplier specifications and application procedures for materials, tools and equipment OHS requirements include safety management systems, and safe operating procedures work is carried out in accordance with legislative obligations, including environmental requirements, relevant health regulations, manual handling procedures and insurance requirements industry code of ethics relevant legislation related to trade practices, sale of goods, vehicle registration and privacy

NTISthis.com

Evidence Guide: AURA254280A - Operate in an automotive administration environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

AURA254280A - Operate in an automotive administration environment

Determine potential career path and develop individual goals

Meet automotive administration employment requirements

Manage daily work activities

Contribute to a productive team environment

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _