NTISthis.com

Evidence Guide: MSAPMSUP280A - Manage conflict at work

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

 

MSAPMSUP280A - Manage conflict at work

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

Identify potential sources of conflict.

  1. Identify actions which are likely to promote a reaction in others.
  2. Assess the other persons needs and/or concerns.
  3. Assess ability to respond to the other persons needs.
  4. Recognise possible causes of conflict.
  5. Identify potential conflict situations.
Identify actions which are likely to promote a reaction in others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the other persons needs and/or concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess ability to respond to the other persons needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise possible causes of conflict.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential conflict situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify range of alternative approaches.

  1. Discuss with the other person their needs and concerns.
  2. Discuss with other person own needs and concerns.
  3. Identify a possible strategy through which these requirements may be achieved.
  4. Develop a range of alternative strategies for achieving goals.
Discuss with the other person their needs and concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with other person own needs and concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a possible strategy through which these requirements may be achieved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a range of alternative strategies for achieving goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resolve conflicts.

  1. Identify areas of common ground or objectives that can be mutually supported.
  2. Agree on a strategy which will meet the majority of objectives for both parties.
  3. Implement the strategy.
  4. Check that the agreed requirements are being met and that conflict has been resolved.
Identify areas of common ground or objectives that can be mutually supported.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree on a strategy which will meet the majority of objectives for both parties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the strategy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that the agreed requirements are being met and that conflict has been resolved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to problems.

  1. Identify possible problems in the conflict management process.
  2. Determine problems needing action.
  3. Determine possible causes.
  4. Rectify problem using appropriate solution within area of responsibility.
  5. Follow through items initiated until final resolution has occurred.
  6. Report problems outside area of responsibility to designated person.
Identify possible problems in the conflict management process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine problems needing action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine possible causes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rectify problem using appropriate solution within area of responsibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow through items initiated until final resolution has occurred.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report problems outside area of responsibility to designated person.

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, the Range Statement and the Assessment Guidelines for this Training Package.

Overview of assessment

A holistic approach should be taken to the assessment.

Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.

In all cases it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

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

It is essential that the process be understood and that the importance of interpersonal relationships is known. Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action.

Consistent performance should be demonstrated. For example, look to see that:

willingness to resolve situations is demonstrated

statements are used that calmly reflect the requirements of participants

statements focus on issues and facts, not people and personalities.

Assessment method and context

Assessment for this unit of competency will be on a processing plant or in a manufacturing environment.

Competence in this unit may be assessed:

by observation or questioning to indicate understanding

in a situation allowing the generation of evidence of the ability to respond to problems

by using a suitable simulation and/or a range of case studies/scenarios

through a combination of these techniques.

In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.

Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

Specific resources for assessment

This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.

Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.

Required Skills and Knowledge

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

Knowledge and understanding of the process sufficient to recognise potential problems and not allow them to escalate to a conflict situation.

Knowledge of organisation standard procedures and work instructions and relevant regulatory requirements, along with the ability to implement them within appropriate time constraints and in a manner relevant to the operation of the process.

Competence also includes the ability to:

apply mapping of conflict situations

design options

apply negotiation skills

apply mediation skills

distinguish betweenpotential and actual conflict situations

identify causes of conflict situations.

Language, literacy and numeracy requirements

This unit requires the ability to read and understand relevant procedures and work instructions as provided to operators.

Writing is required to the level of completing workplace forms.

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. Add any 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.

Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.

Context

This competency applies to all work environments in the process manufacturing industries.

Procedures

All operations are performed in accordance with procedures.

Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards.

Tools and equipment

This competency includes all such items of equipment and unit operations which form part of the human interaction system.

These may include:

telephones, two-way radios

emails, faxes

memos, letters or emails

verbal, face-to-face communications.

Hazards

Typical workplace hazards include:

chemical and hazardous materials

gases and liquids under pressure

moving machinery

materials handling

working at heights, in confined spaces, or in environments subjected to heat, noise, dust or vapours.

Problems

Respond to routine problems means 'apply known solutions to a limited range of predictable problems'. Typical problems may include:

anger or aggression arising from industrial relations matters

disagreements over processes or work practices

variations in opinions about circumstances or events

interpersonal disputes arising from changes in personal circumstances.

Appropriate action for non-routine problems may be reporting to designated person or other action specified in the procedures.