NTISthis.com

Evidence Guide: PUATEA005A - Manage own professional performance

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

 

PUATEA005A - Manage own professional performance

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

Model high standards of personal performance, ethics and integrity

  1. Own performance standards consistently serve as a role model for others
  2. Personal and professional integrity is maintained to engender confidence and respect
  3. Commitment to applicable laws and organisational policies, procedures and objectives is constantly demonstrated
  4. Breaches of organisational Codes of Ethics and/or practice are recognised and reported in required manner
Own performance standards consistently serve as a role model for others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal and professional integrity is maintained to engender confidence and respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Breaches of organisational Codes of Ethics and/or practice are recognised and reported in required manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and monitor own performance

  1. Required personal and professional performance standards are identified and acknowledged
  2. Self-assessment and reflection are regularly used to monitor performance against established standards and to accurately identify personal strengths and weaknesses
  3. Formal and informal performance feedback is regularly sought and acted upon appropriately
  4. Tasks are carried out to achieve outcomes sought and to minimise resource usage
Required personal and professional performance standards are identified and acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formal and informal performance feedback is regularly sought and acted upon appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain ongoing personal competence

  1. Currency of relevant professional operational competencies is maintained
  2. Personal development strategies are identified, planned and implemented, and results are evaluated
  3. New organisational developments are identified and the associated knowledge and skills are identified, acquired and applied
Currency of relevant professional operational competencies is maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

New organisational developments are identified and the associated knowledge and skills are identified, acquired and applied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage personal work priorities

  1. Jobs/tasks are prioritised and undertaken in accordance with team goals
  2. Competing demands are assessed and organised within time constraints to achieve individual, team and organisational priorities
  3. Operational and self development needs are balanced within the work environment
Jobs/tasks are prioritised and undertaken in accordance with team goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Operational and self development needs are balanced within the work environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist and support other personnel

  1. Informative and constructive feedback is provided to other personnel in a positive manner
  2. Interaction with others promotes a productive and harmonious work environment
  3. Encouragement, support and advice is provided to personnel as required
Informative and constructive feedback is provided to other personnel in a positive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interaction with others promotes a productive and harmonious work environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encouragement, support and advice is provided to personnel as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain physical and emotional health

  1. Levels of personal physical and emotional health are routinely monitored and appropriately managed
  2. Support is sought where required to enable identification and implementation of positive alternatives to personal problems
Levels of personal physical and emotional health are routinely monitored and appropriately managed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support is sought where required to enable identification and implementation of positive alternatives to personal problems

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.

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 and under a range of various operational conditions.

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 according to the workplace environment.

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.

Required Skills and Knowledge

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

maintain consistently high levels of personal presentation (such as dress code, mannerisms, respectfulness)

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

maintain personal health and stress at a level that will enable optimum operational performance

plan and implement personal improvement plans

recognise, accurately assess and acknowledge personal strengths and weaknesses

report breaches of integrity and behaviour to appropriate authorities

seek out and respond effectively to feedback related to personal performance

Required Knowledge

acceptable/non-acceptable behaviour and practices

cultural awareness

factors pertaining to job roles that affect/impact on personal health and stress

internal/external professional support and development mechanisms

internal procedures for dealing with breaches of professional ethics

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

organisational policies and procedures (such as legislation relevant to the operation/incident/response; legislation relevant to the organisation; 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 integrity and behaviour standards

relevant organisational Codes of Practice/Ethics

team dynamics and its impacts on personal work performance

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 in the Performance Criteria is detailed below.

Own performance in the context of this unit may include

Integrity and behaviour in relation to that expected and implied within organisational stated Codes of Ethics/Practice

Professional ethics

Statements of values, law, policy 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

Regularly reviewing own performance against established service standards and own personal professional goals and standards

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

Monitoring own performance against established personal and organisational performance requirements may include

Colleagues

Formal/informal organisational initiated performance appraisals

Human resource personnel, family and other relevant community members, etc.

Identifying personal strengths/weaknesses/issues to be addressed

Monitoring supervised staff, colleagues and/or team staff morale

Obtaining feedback from supervisors

Personal reflective behaviour strategies/methodologies

Subordinates

Strategies for improvement may include

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

cultural awareness

developing improved interpersonal/technical skills

establishing new career paths internal or external to the organisation

formal/informal learning programs

seeking coaching, mentoring, counselling from appropriate personnel to overcome identified limitations

updating stress management abilities

utilising existing strengths to focus future career development

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