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Evidence Guide: CUVPRP502A - Prepare for sustainable professional practice

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

 

CUVPRP502A - Prepare for sustainable professional practice

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

Develop own practice goals

  1. Reflect on professional goals and aspirations in the context of chosen area of practice
  2. Identify and make contact with key people to support individual reflection
  3. Evaluate factors that affect contemporary practice in chosen area, including specific opportunities
  4. Question self and others about future directions for practice
  5. Look for opportunities and ideas beyond the obvious
  6. Develop goals that take account of individual personal circumstances
  7. Make decisions about overall practice direction, based on reflection and research
Reflect on professional goals and aspirations in the context of chosen area of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and make contact with key people to support individual reflection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate factors that affect contemporary practice in chosen area, including specific opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Question self and others about future directions for practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Look for opportunities and ideas beyond the obvious

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop goals that take account of individual personal circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make decisions about overall practice direction, based on reflection and research

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key sustainability issues

  1. Identify and investigate the key components of sustainable professional practice in chosen area of work
  2. Evaluate current practice and determine opportunities to enhance sustainability
  3. Research and collate information to support future professional practice
Identify and investigate the key components of sustainable professional practice in chosen area of work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate current practice and determine opportunities to enhance sustainability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and collate information to support future professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action to develop sustainable individual practice

  1. Develop practical and innovative strategies to enhance sustainability of practice
  2. Develop and nurture own professional networks
  3. Engage in sustainable work practices in all areas of activity
  4. Recognise and integrate the idea of lifelong learning into practice
  5. Engage in ongoing collaboration with peers and others
  6. Challenge and refine own ideas and strategies for developing professional practice
Develop practical and innovative strategies to enhance sustainability of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and nurture own professional networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage in sustainable work practices in all areas of activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and integrate the idea of lifelong learning into practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage in ongoing collaboration with peers and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge and refine own ideas and strategies for developing professional practice

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

Evidence of the ability to:

develop realistic goals for own practice grounded in research and reflection

develop a set of actions to enhance the sustainability of individual practice

apply knowledge of key aspects of individual, social, economic and environmental sustainability.

Context of and specific resources for assessment

Assessment must ensure access to:

industry networks and information.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of presentation or documentation prepared by the candidate detailing goals and plans to achieve a sustainable practice

questioning and discussion about candidate’s professional plans

participation in discussions with the candidate and others about sustainable practice in a given area

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

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

Required Skills and Knowledge

Required skills

communication skills to collaborate with others on practice development issues

critical thinking and analytical skills to reflect on complex issues and make judgements and decisions about those issues

initiative and enterprise skills to develop new ideas for developing sustainable practice

learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning

literacy skills to interpret varied information dealing with complex issues from a range of sources

numeracy skills to investigate issues around financial viability of own practice

planning and organising skills to develop and action strategies for overall practice development

problem-solving skills to adjust to constraints and limitations

technology skills to use the internet as a research tool

Required knowledge

professional context for a given area of practice in terms of opportunities and constraints

tools, techniques and strategies used by practitioners to build sustainable practice

professional opportunities in own area of practice, across other areas of related practice and across the business and community more generally

intellectual property issues and legislation and how they impact on the operation of a professional practice

key aspects of individual, social, economic, environmental sustainability, and how they impact on a particular area of practice

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.

Goals and aspirations may relate to:

creative impulse

desire for collaboration

exhibition or performance ambitions

employment within public or private organisations

income

lifestyle

locations for work

professional credibility

professional networks

self-employment

status.

Key people may include:

community Elders

family members

mentors

peers

potential customers

potential employers

professional associations

recruitment agencies

teachers.

Factors that affect contemporary practice may be:

buying trends

current concerns in the community

economic

ideological

impacts of technology on practice

lifestyle trends

location of practice

political climate

social issues.

Questions may be:

am I good enough?

does my family life support my aspirations?

how do other creative practitioners do this?

how much money do I need?

how quickly do I want to achieve it?

what are the opportunities in my local market?

what do I need to learn now and over time?

what do I want to achieve?

who do I need to talk to?

Opportunities beyond the obvious may include opportunities:

across disciplines and genres

in community service or health contexts

in industries across the full spectrum of the economy

involving collaboration with professionals in different sectors

using new and emerging materials and technologies.

Individual personal circumstances may relate to:

availability of time for developing practice

ability to further develop skills

family obligations

financial needs

geography and location

health

lifestyle objectives

scope of existing skills

work / life balance.

Key components of sustainable professional practice are:

economic:

financially viable

job opportunities

sound financial management

environmental:

effective use of physical resources

minimisation of waste

protection of the physical environment

use of alternative materials and processes

human:

lifelong learning

own professional development

personal health and nutrition

safety of self

stress management

social:

acknowledgment of the intellectual property of others

legal activity

community engagement

safety of others

social responsibility, such as taxation.

Opportunities to enhance sustainability may include:

additional safety measures in work space

adopting new technology as a habit

applying for grants

applying for employment with arts organisations

establishing new networks

greater collaboration with others

further study and skill development

identifying philanthropic opportunities

improved nutrition

improved marketing and promotion

effective financial management systems

seeking assistance from experts

setting up shared studio space.

Information may include:

business planning advice

ideas, self-generated or from others

industry publications

marketing advice

promotional ideas

taxation information

training opportunities.

Collaboration may involve:

engaging in professional networks

participating in a community of practice

sharing ideas and information

working on joint projects.