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Evidence Guide: SFICOMP414A - 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

 

SFICOMP414A - 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 other officers and the community as a whole.
  2. Personal and professional integrity is demonstrated to engender confidence and respect.
  3. Commitment to the jurisdiction's laws and the organisation's policy procedures and objectives are constantly demonstrated.
  4. Breaches of organisational codes of ethics and/or practice are recognised and reported in the required manner.
Own performance standards consistently serve as a role model for other officers and the community as a whole.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Commitment to the jurisdiction's laws and the organisation's policy procedures and objectives are constantly demonstrated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Breaches of organisational codes of ethics and/or practice are recognised and reported in the required manner.

Completed
Date:

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Review and monitor own performance

  1. Required personal andprofessional performancestandards are readily identified and acknowledged.
  2. Self-assessment andreflection on practice are regularly used to monitor performanceagainst established standards and 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 minimise resource usage.
Required personal andprofessional performancestandards are readily identified and acknowledged.

Completed
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Self-assessment andreflection on practice are regularly used to monitor performanceagainst established standards and accurately identify personal strengths and weaknesses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

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

Completed
Date:

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Develop and maintain ongoing personal competence

  1. Currency of relevant professional operational competencies is maintained.
  2. Personal development and self-improvement strategies are identified, planned and implemented, and results evaluated.
  3. Participation in professional associations is undertaken.
  4. New developments and trends in fishery policing are identified and the associated knowledge and skills identified, acquired and applied.
Currency of relevant professional operational competencies is maintained.

Completed
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Personal development and self-improvement strategies are identified, planned and implemented, and results evaluated.

Completed
Date:

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Participation in professional associations is undertaken.

Completed
Date:

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New developments and trends in fishery policing are identified and the associated knowledge and skills identified, acquired and applied.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage personal work priorities

  1. Jobs/tasks are prioritised and undertaken in accordance with unit/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 unit/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:

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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 are provided to personnel, as required.
  4. Opportunities for appropriate action are identified and taken.
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 are provided to personnel, as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for appropriate action are identified and taken.

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:

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

Completed
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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

Assessment must confirm ability to:

consistently maintain own professional performance standards.

Context of and specific resources for assessment

Assessment is to be conducted on the job or in a simulated environment.

If undertaken in a simulated environment, then organisational documentation relating to an individual's performance would be required, such as code of ethics and jurisdictional legislation. A group of peers would be required for feedback.

Method of assessment

The following assessment methods are suggested:

portfolio of supporting evidence

personal journal

self-improvement projects

observation of practical demonstration

third-party reports.

Guidance information for assessment

This unit may be assessed holistically with other units within a qualification.

Required Skills and Knowledge

Required skills

dealing with and effectively responding to issues/events that challenge professional ethics

maintaining integrity and behaviour, including reporting of breaches to appropriate authorities

interacting professionally with colleagues and others

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

maintaining consistently high levels of personal presentation (e.g. dress code, mannerisms and respectfulness)

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

planning and implementing personal improvement plans

providing encouragement and support to others

recognising, accurately assessing and acknowledging personal strengths and weaknesses

seeking out and responding effectively to feedback related to personal performance.

Literacy skills used for:

researching, reading and recording information

self-assessment and reflection.

Required knowledge

acceptable/non-acceptable behaviour and practices

cultural awareness

ethical and integrity issues confronting fishery officers

factors pertaining to policing roles that affect/impact upon personal health and stress

internal procedures for dealing with breaches of professional ethics

internal/external professional support and development mechanisms

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

professional associations

professional integrity and behaviour standards

relevant agency codes of practice/ethics

standards of behaviours

statements of values

team dynamics and 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, 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.

Own performance in the context of this unit may include:

an 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, 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-assessmentand reflection on practice requires:

officers to regularly review:

performance against established service standards

personal professional goals and standards

feedback both formal and informal and in written or verbal formats.

The monitoring of performance against established standards may include:

colleagues

formal/informal organisational initiated performance appraisals

human resource personnel, family and other relevant community members

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

obtaining feedback from supervisors

others which facilitate the identification of personal strengths/weaknesses/issues to be addressed

personal reflective behaviour strategies/methodologies

subordinates.

The development and maintenance of ongoing personal professional competence may include:

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

dealing with internal integrity matters

improving security of lifestyle

processes, such as:

personal competence/development models

specific work assignments

job rotation

formal education

internal training

involvement in community activities

personality improvement.

Self-improvement strategies may include:

adapting work rotation to facilitate changing personal/work priorities

counselling from appropriate personnel to overcome identified limitations

cultural awareness

development of improved interpersonal/technical skills

development/implementation of a personal/professional improvement program, either internal or external to the organisation, such as:

establishment of new career paths within or external to the organisation

formal/informal learning programs

mentoring

seeking coaching

updating stress management abilities

utilisation of existing strengths to focus future career development.

Participation in professional associations may include:

improved workplace performance resulting from adaptations to new technologies/organisational climates, acquisition of new skills, and rapid adoption of new work practices

promotion of individual ethics and integrity.

Participation in professional associations and formal and informal professional development activities should be focused on facilitating and encouraging the development and maintenance of high levels of professionalism.

Managing personal work priorities 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 the competing priorities of personal/family/professional responsibilities

optimising own on-the-job learning through establishing and achieving specific learning activities/competencies or working with a mentor

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

participation in a formal assessment program.

Appropriate action 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.