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CORE SKILLS FOR WORK DEVELOPMENTAL FRAMEWORK

The Framework

Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Educationand

Department of Education, Employment and Workplace Relations

ISBN 978-1-922125-42-2 DIISRTE 12/179

Thank you to all the stakeholders who helped in the development of this document by attending consultation sessions and providing expertise, feedback and suggestions.

© Commonwealth of Australia 2013

Department’s of Industry, Innovation, Climate Change, Science, Research and Tertiary Education; and Education, Employment and Workplace Relations.

This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above require the written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Department of Industry, Innovation, Science, Research and Tertiary Education, GPO Box 9839, Canberra ACT 2601.

The CSfW was funded by the Commonwealth of Australia and developed by Ithaca Group Pty Ltd

The views expressed in this document do not necessarily reflect the views of the Commonwealth of Australia.

The CSfW can also be accessed via the following websites www.deewr.gov.au/csfw and www.innovation.gov.au/csfw.

http://www.innovation.gov.au/csfw

CONTENTS

Introduction to the CSfW 1

Skill Areas 1

Influencing Factors 2

Background to the development of the CSfW 3

Purpose of the CSfW 4

Concepts underpinning the CSfW 5

A developmental approach 5

Context-dependency 5

Relevance to a range of contexts 6

Structure of the CSfW 8

Using the CSfW 13

The Performance Features 13

The Influencing Factors 13

Performance Features Tables 15

1a. Manage career and work life 16

1b. Work with roles, rights and protocols 20

2a. Communicate for work 24

2b. Connect and work with others 29

2c. Recognise and utilise diverse perspectives 34

3a. Plan and organise 39

3b. Make decisions 42

3c. Identify and solve problems 46

3d. Create and innovate 50

3e. Work in a digital world 54

Core Skills for Work | The Framework | 1

INTRODUCTION TO THE CSFW

The Core Skills for Work Developmental Framework (the CSfW) describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work1. Participation in work could be as an employee, as someone who is self-employed, or as a volunteer.

This set of non-technical skills, often referred to as generic or employability skills, contribute to work performance in combination with technical or discipline specific skills and core language, literacy and numeracy (LLN) skills2. As illustrated in Figure 1, work performance is also influenced by a range of factors relating to the context in which the skills are being applied.

Figure 1. CORE SKILLS FOR WORK IN CONTEXT

Skill AreasThe CSfW describes performance in ten Skill Areas, grouped under three Skill Clusters:

Cluster 1 - Navigate the world of work

a. Manage career and work life

b. Work with roles, rights and protocols

Cluster 2 - Interact with others

a. Communicate for work

b. Connect and work with others

c. Recognise and utilise diverse perspectives

1 The term ‘work’ is used throughout the CSfW in the broadest sense of “activity that is directed at a specific purpose, which involves mental or physical effort”.2 The combination of LLN skills (as detailed in the Australian Core Skills Framework) and Core Skills for Work is referred to as Foundation Skills in the Vocational Education and Training Sector. In the school sector these two types of skills are described as General Capabilities and in the higher education sector they are referred to as Graduate Attributes.

Core Skills for Work

Technical orDiscipline

Specific Skills

Context

LLN Skills

Work Performance


Cluster 3 - Get the work done

a. Plan and organise

b. Make decisions

c. Identify and solve problems

d. Create and innovate

e. Work in a digital world

Each Skill Area describes a combination of knowledge, skills and understandings and their application to work.

The CSfW recognises that these Skill Areas are relevant to all those undertaking work, not just those entering the workforce for the first time, and that they can continue to be developed across the span of an individual’s working life. The CSfW describes performance in each of the Skill Areas across five stages (see page 9). It also recognises that:

■ the particular skills and stages of performance required by individuals will vary according to the context in which they are operating

■ there is no expectation that individuals will necessarily need all of these skills, or will need to develop them to the expert stage of performance

■ an individual is likely to be operating at different stages of performance across different Skill Areas

■ an individual’s ability to demonstrate and develop these skills will be influenced by the context in which they are operating.

Influencing FactorsIn recognition of the fact that performance in these Skill Areas is context-dependent, the CSfW identifies a number of factors that impact upon the development and demonstration of Core Skills for Work.

Performance in a work situation is not only dependent on the skills and knowledge that an individual brings to it, but on a range of factors that may affect how well they can apply these to different tasks. Contextual factors also affect an individual’s capacity to demonstrate certain skills or to develop them further. For example, someone may have highly developed decision-making skills, but if they are not given the autonomy or their job role does not require them to exercise these skills, their demonstrable performance in this Skill Area may reflect a lower stage performance.

These ‘Influencing Factors’ are illustrated in Figure 2 (see page 3) and described in detail in Table 4 (see pages 11–12).


Figure 2. FACTORS INFLUENCING WORK PERFORMANCE

BACKGROUND TO THE DEVELOPMENT OF THE CSFW

The notion of employability has been part of education for many years. In the early 1990s, the concept of employment-related skills gained traction in Australia when the Mayer Committee examined the skills required for entry-level employment. The Mayer Key Competencies were developed to enable the incorporation of these skills into education and training.

In 2002, Australian industry took a lead role in describing the skills required to gain and progress in employment. These ‘employability skills’ were identified in the Employability Skills for the Future report, prepared by the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) with funding from the Commonwealth Government. The Employability Skills described in that report were taken up in Australia’s vocational education and training sector, but concerns remained about how well these skills were being developed and understood.

Consultations in Stage One of the CSfW development identified that there was potential for a new Framework to provide a common language that would assist all education, training and employment services sectors to address these skills more explicitly. The development of the CSfW drew upon recent research about employability and generic skills and their development, as well as analysis of a range of current approaches to addressing employability and generic skills in Australia and overseas. More than 800 people had input into the development process, including employers, unions and industry groups and a broad cross-section of organisations and sectors that have an interest in, and potential use for, the CSfW.

The CSfW, as described in this document, is intended to be reviewed after a number of years of use to check whether it would benefit from adjustment or further development.

Existing skillsand knowledge

External factors

Cultural andvalue-based

factors

Degree of motivation

Nature anddegree ofsupport

Level ofautonomy

Complexityof tasks

Familiaritywith context

Self-beliefand resilience

DemonstrablePerformance


PURPOSE OF THE CSFW

The CSfW has been designed to make more clear and explicit a set of non-technical skills and knowledge that underpin successful participation in work. This provides a common reference point and language that will assist:

■ those who develop standards, curriculum, programs and learning and assessment resources to more clearly articulate the Core Skills for Work required for certain occupations or at particular points in career development

■ trainers, educators and those who work with job seekers to more explicitly address the development of these skills in learners, and to assist those they work with to more clearly articulate the skills they do possess and identify those that they would like to develop.

The CSfW is not a set of standards, nor an assessment tool. It is a framework for conceptualising and articulating skills, knowledge and understandings that underpin work performance over time, and for guiding further development. It is not intended to replace approaches to developing these skills that are already in place, but to provide a common underpinning that is relevant across sectors.

The CSfW takes the skills and behaviours that have been identified by Australian employers as important for successful participation in work and identifies the underpinning skills and knowledge involved. For example, employers say that they value individuals who can work in teams. This has been ‘unpacked’ across a range of skills, such as:

■ work with roles, rights and protocols

■ respect and utilise diverse perspectives

■ connect and work with others.

Knowledge, skills and understandings that are often taken for granted in expectations around work performance, such as those needed to recognise the protocols of a workplace, and those that facilitate the adaptation of prior knowledge and skills to new contexts, are also made explicit in the CSfW.

The CSfW presents the underpinning skills, knowledge and understandings in terms that make them describable, teachable and/or learnable, and able to be demonstrated. This approach provides education, training and employment services sectors with a foundation from which to develop relevant learning products (e.g. Training Packages, curriculum, programs, tools or resources) for addressing the elements of the CSfW most relevant to their sector (see Figure 3 below). There is also potential for tools and resources to be developed from the CSfW for use in the workplace.

Figure 3. THE PURPOSE OF THE CSFW

Employers and industry have identified the non-technical requirements for successful participation in the workforce

The CSfW clearly defines the generic underpinning skills and knowledge needed to meet these requirements

Those providing services to learners and job seekers use relevant elements of the CSfW in the development of customised products

Workforce Needs The CSfW Learning Products


CONCEPTS UNDERPINNING THE CSFW

A developmental approachThe CSfW utilises a developmental approach, informed by Dreyfus and Dreyfus’ Novice to Expert Model of Skills Acquisition3 and other research on skill development and performance. It encompasses five stages of performance - Novice, Advanced Beginner, Capable4, Proficient and Expert.

As was recognised in Dreyfus and Dreyfus’ work, the CSfW recognises that:

■ as an individual progresses from the “novice” stage through to later stages of development, their reliance upon explicit ‘rules’ governing action (e.g. instructions, processes, procedures, guidelines, models,) and systematic approaches to work tasks decreases, and their understanding of implicit ‘rules’ (e.g. conventions, expectations), use of judgement and more flexible, intuitive approaches increases

■ practical experience, reflection, motivation and support influence the degree and rate of progress through the stages

■ when an individual moves into a new context (e.g. a new role, organisation or industry/field, or from study into paid employment), while they will not ‘lose’ their skills, their ability to apply them will be diminished until they understand the new context.

The CSfW applies these principles to performance in each Skill Area, rather than to work performance as a whole. Therefore, someone could be a novice in paid employment but still demonstrate a higher stage of performance in particular aspects of Skill Areas. For example, someone starting their first paid job may be at the Capable stage in aspects of Communicating for Work related to ‘speaking and listening’ and ‘getting the message across’, but at Novice stage in ‘responding to communication system, practices and protocols’ because they don’t yet understand the systems and practices of the workplace. It is quite possible that an individual will have a ‘spiky profile’ such as this within a Skill Area, and also across Skill Areas.

Table 1 (see page 7) provides a generic description of performance at each stage, which is the basis for describing specific performance across each of the five stages in each Skill Area.

Context-dependency The context-dependent nature of Core Skills for Work means that the stage of performance at which an individual will operate is highly dependent on their understanding of the situation in which they are applying their skills. For example, someone who is ‘proficient’ at solving problems in one organisation will require some time to build relationships and learn the protocols of a new organisation before they have the situational knowledge and understanding they require to demonstrate proficient performance in the new situation. In the interim, they may need to revert to the formal problem solving processes of a ‘capable’ performer.

This means that when using the CSfW, the context in which an individual is operating and their level of familiarity with the context need to be recognised. For example the stage of performance that an individual can demonstrate in an education and training setting is likely to be different from the stage at which they can initially function in a workplace setting. However, as their understanding of the workplace context grows, so will their ability to function at their former level.

A number of the skills described in the CSfW assist individuals to adapt and apply their existing skills and knowledge in new contexts. These include skills such as reflection, learning, adopting different viewpoints and developing new ideas.

3 Dreyfus, H. and Dreyfus, S. (1985) Mind over machine: the power of human intuition and expertise in the era of the computer. Free Press, New York4 The term ‘capable’ has been substituted for the term ‘competent’ used by Dreyfus and Dreyfus because of the specific meaning and use of the term ‘competent’ in the Vocational Education and Training sector.


Relevance to a range of contexts The CSfW’s descriptors are designed to be applicable across different contexts, including different industries and fields and work settings. The term ‘work’ is intended to be applicable not only to employment contexts, but also in education and training, and broader community contexts. For example, the Performance Feature from Skill Area 2c, Recognise and utilise diverse perspectives, says: “Begins to recognise how some personal values and beliefs align with, or differ from those of others in the immediate work context, and may consider how this impacts on interactions and work performance”, can equally apply to working with others:

■ on an activity in a classroom setting

■ to complete a group assessment task

■ in an organisation or project team in paid employment

■ in the form of a client/customer relationship

■ on a committee for a community group.

However, performance is not automatically transferrable to new contexts, as application of skills, knowledge and understandings in a new context requires an understanding of that context. Hence, an individual who has only ever applied their skills in a classroom setting will need to learn about the protocols and expectations of a work situation, and gain practical experience in applying their skills in a work environment before they can demonstrate their skills at the same stage of performance within that work context.


Table 1. GENERIC DESCRIPTIONS OF STAGES OF PERFORMANCE

STAGESA Novice performer

An Advanced Beginner

A Capable performer

A Proficient performer

An Expert performer

Has little or no practical experience of the Skill Area on which to base actions.

Is highly reliant on explicit ‘rules’ (e.g. instructions, processes, procedures, models), guidance and support and priorities determined by others, to guide activities.

Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.

Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations.

Has sufficient practical experience of the Skill Area to identify patterns and organising principles and establish priorities for action.

Can comfortably apply the explicit and implicit ‘rules’ associated with familiar situations.

Adopts a systematic, analytical approach to tasks, especially in unfamiliar situations.

Has considerable practical experience of the Skill Area in a range of contexts and is moving from reliance on externally prescribed rules to recognition of principles that guide actions.

Organises knowledge and practical experience as patterns, concepts and principles, which makes it possible to assess, and respond to situations in an increasingly intuitive and flexible way.

Reverts to analysis and seeks guidance when making important decisions.

Has extensive practical experience of the Skill Area, with both a big picture understanding and an eye for relevant fine detail.

Operates fluidly, intuitively and flexibly in highly complex situations, drawing on knowledge and practical experience organised into highly refined patterns, concepts and principles.

Uses a combination of informed intuition and analysis in different situations, recognising that ‘it all depends’.

Will often reconceptualise approaches and practices to produce more effective outcomes, while also recognising which rules and principles are always applicable.


STRUCTURE OF THE CSFW

The CSfW is comprised of the elements described below. The way in which they are used within the CSfW is illustrated in Table 2 (see page 9).

Skill ClustersThe Skill Areas that interact most closely with each other are grouped into three broad categories. While Skill Areas within a cluster have a particular affinity, there is also interaction across clusters.

Skill AreasThe ten Skill Areas are a combination of:

■ Knowledge — what someone knows about in a theoretical or abstract sense,

■ Understanding — how they link it to their personal experience, and

■ Skills — how they put their knowledge and understanding into practice in work settings.

The Skill Areas are defined in Table 3 (see page 10).

Focus Areas A set of Focus Areas has been identified for each Skill Area. These represent the priority aspects to be considered, and were identified from the literature and consultation.

Performance Features Organised by Focus Area, Performance Features describe the kinds of things someone knows, understands and can do at each stage of performance. Although not intended to be treated as a finite list of capabilities, they capture the key characteristics that distinguish one Stage of Performance from another.

The Performance Features are described in the tables from page 15 onwards.

Influencing Factors At any point in time, performance may also be affected by one or more of a range of factors relevant to the individual concerned and to the context in which they are situated. These Influencing Factors are described in Table 4 (see pages 11-12).


Table 2. STRUCTURE OF THE CSFW

FRA

MEW

OR

KSk

ill C

lust

erSk

ill A

rea

Focu

s A

reas

Nov

ice

Adv

ance

d B

egin

ner

Capa

ble

Pro

ficie

ntEx

pert

Nav

igat

e th

e w

orld

of w

ork

1a. M

anag

e ca

reer

an

d w

ork

life

Iden

tify

wor

k op

tions

; Gai

n w

ork;

Dev

elop

rel

evan

t sk

ills

and

know

ledg

e

See

rele

vant

Per

form

ance

Fea

ture

s ta

bles

for

deta

ils1b

. Wor

k w

ith

role

s, r

ight

s an

d pr

otoc

ols

Wor

k w

ith r

oles

and

res

pons

ibili

ties;

Ope

rate

with

in

lega

l rig

hts

and

resp

onsi

bilit

ies;

Rec

ogni

se a

nd

resp

ond

to p

roto

cols

Inte

ract

with

ot

hers

2a. C

omm

unic

ate

for

wor

kR

espo

nd to

com

mun

icat

ion

syst

ems,

pra

ctic

es a

nd

prot

ocol

s; S

peak

and

list

en; U

nder

stan

d, in

terp

ret

and

act;

Get

the

mes

sage

acr

oss

See

rele

vant

Per

form

ance

Fea

ture

s ta

bles

for

deta

ils2b

. Con

nect

and

w

ork

with

oth

ers

Und

erst

and

self;

Bui

ld r

appo

rt; C

oope

rate

and

co

llabo

rate

2c. R

ecog

nise

and

ut

ilise

div

erse

pe

rspe

ctiv

es

Rec

ogni

se d

iffer

ent p

ersp

ectiv

es; R

espo

nd to

and

ut

ilise

div

erse

per

spec

tives

; Man

age

confl

ict

Get

the

wor

k do

ne3a

. Pla

n an

d or

gani

seP

lan

and

orga

nise

wor

kloa

d an

d co

mm

itmen

ts; P

lan

and

impl

emen

t tas

ks

See

rele

vant

Per

form

ance

Fea

ture

s ta

bles

for

deta

ils

3b. M

ake

deci

sion

sEs

tabl

ish

deci

sion

mak

ing

scop

e; A

pply

dec

isio

n-m

akin

g pr

oces

ses;

Rev

iew

impa

ct

3c. I

dent

ify a

nd

solv

e pr

oble

ms

Iden

tify

pro

blem

s; A

pply

pro

blem

-sol

ving

pro

cess

es;

Rev

iew

out

com

es

3d. C

reat

e an

d in

nova

teR

ecog

nise

opp

ortu

nitie

s to

dev

elop

and

app

ly

new

idea

s; G

ener

ate

idea

s; S

elec

t ide

as fo

r im

plem

enta

tion

3e. W

ork

in a

di

gita

l wor

ldU

se d

igita

lly b

ased

tech

nolo

gies

and

sys

tem

s;

Con

nect

with

oth

ers;

Acc

ess,

org

anis

e, a

nd p

rese

nt

info

rmat

ion;

Man

age

risk

Infl

uenc

ing

Fact

ors

• ex

istin

g sk

ills

and

know

ledg

e •

fam

iliar

ity w

ith th

e co

ntex

t •

com

plex

ity o

f tas

ks

• na

ture

and

deg

ree

of s

uppo

rt

• le

vel o

f aut

onom

y

• de

gree

of m

otiv

atio

n

• se

lf-be

lief a

nd r

esili

ence

•

cult

ural

and

val

ue-b

ased

fact

ors

• ex

tern

al fa

ctor

s


Table 3. DEFINITIONS OF THE SKILL AREASSK

ILLS

Nav

igat

e th

e w

orld

of w

ork

Inte

ract

with

oth

ers

Get

the

wor

k do

ne

1a. M

anag

e ca

reer

and

wor

k lif

e

This

Ski

ll Ar

ea is

abo

ut m

anag

ing

deci

sion

s th

roug

hout

life

abo

ut

how

, whe

n an

d w

here

to w

ork.

It

invo

lves

the

capa

city

to id

entif

y w

ork

and

care

er o

ptio

ns, t

o ga

in

wor

k or

car

eer

adva

ncem

ent,

and

to

unde

rtak

e le

arni

ng a

ppro

pria

te to

w

ork

need

s an

d go

als.

1b. W

ork

with

rol

es, r

ight

s an

d pr

otoc

ols

This

Ski

ll Ar

ea is

abo

ut

unde

rsta

ndin

g w

ork

role

s an

d w

orkp

lace

rig

hts

and

expe

ctat

ions

. It

invo

lves

the

capa

city

to id

entif

y an

d m

anag

e re

spon

sibi

litie

s,

reco

gnis

e an

d re

spon

d to

lega

l ri

ghts

and

res

pons

ibili

ties,

and

to

rec

ogni

se a

nd r

espo

nd to

ex

pect

atio

ns a

nd a

ccep

ted

prac

tices

of

wor

k si

tuat

ions

.

2a. C

omm

unic

ate

for

wor

k

This

Ski

ll Ar

ea is

abo

ut u

sing

co

mm

unic

atio

n sk

ills

to a

chie

ve w

ork

outc

omes

. It i

nvol

ves

the

capa

city

to

reco

gnis

e co

mm

unic

atio

n pr

otoc

ols

and

etiq

uett

e, u

se c

omm

unic

atio

n sy

stem

s an

d pr

oces

ses,

und

erst

and

mes

sage

s an

d ge

t mes

sage

s ac

ross

to

othe

rs.

2b. C

onne

ct a

nd w

ork

wit

h ot

hers

This

Ski

ll Ar

ea is

abo

ut b

uild

ing

the

wor

k-re

late

d re

latio

nshi

ps n

eede

d to

ach

ieve

an

outc

ome

with

in a

w

orkg

roup

, or

achi

eve

goal

s th

roug

h te

am b

ased

col

labo

ratio

ns. I

t inv

olve

s th

e ca

paci

ty to

und

erst

and

othe

rs a

nd

build

rap

port

, whi

ch in

turn

invo

lves

un

ders

tand

ing

one’

s ow

n va

lues

, goa

ls,

expe

ctat

ions

and

em

otio

ns, a

nd m

akin

g ch

oice

s ab

out r

egul

atin

g on

e’s

own

beha

viou

r, ta

king

the

need

s of

oth

ers,

an

d th

e of

ten

impl

icit

soci

al r

ules

of t

he

cont

ext,

into

acc

ount

.

2c. R

ecog

nise

and

util

ise

dive

rse

pers

pect

ives

This

Ski

ll Ar

ea is

abo

ut th

e ca

paci

ty

to r

ecog

nise

and

res

pond

to d

iffer

ing

valu

es, b

elie

fs a

nd b

ehav

iour

s, to

dr

aw o

n di

vers

e pe

rspe

ctiv

es fo

r w

ork

purp

oses

and

to m

anag

e co

nflic

t whe

n it

aris

es.

3a. P

lan

and

orga

nise

This

Ski

ll Ar

ea is

abo

ut id

entif

ying

and

com

plet

ing

the

step

s ne

eded

to u

nder

take

ta

sks

and

man

age

wor

kloa

ds. T

his

invo

lves

the

capa

city

to o

rgan

ise

self

and

info

rmat

ion,

pla

n an

d im

plem

ent t

asks

, and

pla

n an

d or

gani

se w

orkl

oads

.

3b. M

ake

deci

sion

s

This

Ski

ll Ar

ea is

abo

ut m

akin

g a

choi

ce fr

om a

ran

ge o

f pos

sibi

litie

s. It

invo

lves

th

e ca

paci

ty to

use

diff

eren

t dec

isio

n-m

akin

g ap

proa

ches

and

to r

eflec

t on

the

outc

omes

of d

ecis

ions

.

3c. I

dent

ify a

nd s

olve

pro

blem

s

This

Ski

ll Ar

ea is

abo

ut id

entif

ying

and

add

ress

ing

rout

ine

and

non-

rout

ine

prob

lem

s in

ord

er to

ach

ieve

wor

k ob

ject

ives

. Thi

s in

volv

es th

e ca

paci

ty to

an

ticip

ate

or id

entif

y pr

oble

ms,

take

ste

ps to

sol

ve p

robl

ems

and

refle

ct o

n th

e ou

tcom

es.

3d. C

reat

e an

d in

nova

te

This

Ski

ll Ar

ea is

abo

ut c

reat

ing,

app

lyin

g an

d re

cogn

isin

g th

e va

lue

of n

ew id

eas

to s

olve

pro

blem

s, im

prov

e or

dev

elop

new

pro

cess

es, p

rodu

cts

or s

trat

egie

s,

or d

eliv

er n

ew b

enefi

ts. I

t inv

olve

s th

e ca

paci

ty to

cha

lleng

e pe

rcep

tions

of h

ow

thin

gs a

re, a

nd h

ow th

ey m

ight

be,

and

to r

ecog

nise

a p

oten

tial o

ppor

tuni

ty.

It al

so in

volv

es th

e us

e of

form

al p

roce

sses

to c

halle

nge

and

exte

nd in

itial

pe

rcep

tions

of a

situ

atio

n, a

nd g

ener

ate,

and

sel

ect f

rom

, a r

ange

of n

ew id

eas.

3e. W

ork

in a

dig

ital w

orld

This

Ski

ll Ar

ea r

efer

s to

the

capa

city

to c

onne

ct to

oth

er p

eopl

e, in

form

atio

n an

d co

ntex

ts fo

r w

ork-

rela

ted

purp

oses

usi

ng d

igita

l sys

tem

s an

d te

chno

logy

. It

invo

lves

und

erst

andi

ng c

once

pts

and

lang

uage

ass

ocia

ted

with

the

digi

tal w

orld

an

d th

e ca

paci

ty to

und

erst

and

and

wor

k w

ith e

mer

ging

/acc

epte

d et

ique

tte

and

risk

s as

soci

ated

with

onl

ine

envi

ronm

ents

. It a

lso

invo

lves

iden

tifyi

ng h

ow d

igita

l te

chno

logy

and

dig

itally

bas

ed s

yste

ms

can

exte

nd, e

nhan

ce o

r m

ake

poss

ible

sp

ecifi

c as

pect

s of

a r

ole

or ta

sk, a

nd c

reat

e ne

w o

ppor

tuni

ties.


Table 4. INFLUENCING FACTORS

Existing skills and knowledge

At any point in time, an individual’s capacity to apply any of the Core Skills for Work may be influenced by their technical skills and LLN skills. For example, developing and using skills in the Skill Area ‘Communicate for Work’ will be dependent on having the associated LLN skills, and capacity to ‘Identify and Solve problems’ in a work context may also require relevant technical knowledge, skills and understandings.

Individuals may also be able to draw on skills and understandings developed in a non-work context. For example, someone with extensive experience of planning and organising complex community events may be able to adapt principles and concepts learnt through that experience to a work context, and may move through the stages of development more quickly than someone who has limited practical experience of that Skill Area on which to draw.

Familiarity with the context

Just as overall work performance is highly dependent upon an individual’s level of familiarity with the context, performance in a specific Skill Area will also be influenced by context familiarity.

Context could include a particular environment (such as a workplace or study environment), an industry or field, an organisation or part of an organisation, a role type, a specific role or a task.

Familiarity might include knowledge and understanding of aspects of the context such as the language, conventions and expectations, as well as the people and workplace culture, role requirements and tasks.

When an individual changes context, their performance in a Skill Area may alter significantly. For example, a capable problem solver in one organisation automatically implements appropriate measures to resolve familiar, routine issues. In a new organisation, many aspects of the situation will also be new, and they may find themselves operating at the novice or advanced beginner stage of problem solving for a time until they develop an understanding of how things are supposed to work in the new context and skills in applying the new rules.

Complexity of tasks

Work performance will diminish if the complexity of the tasks an individual is required to undertake is beyond their level of capability and confidence. Novices in a specific Skill Area will perform best if they apply their skills within well defined, highly predictable concrete tasks of one or two steps, whereas a distinguishing feature of expert performance in any Skill Area is the capacity to apply the relevant skills and knowledge in complex situations involving multiple variables, interpretations and options for action.

Nature and degree of support

Appropriate support has been shown to have a significant influence on work performance, facilitating the nature, degree and efficiency of an individual’s learning, assisting them to gain information and insights, identify critical issues and set priorities, and providing feedback that contributes to their continuing development.

Support can take many forms e.g. guidance, supervision, mentoring, peer support, organisation manuals, training and development activities, online and external information sources, external expertise and networks. The type and source of support that is most likely to be beneficial depends on a range of variables, including an individual’s stage of development in any of the Skill Areas. For example, an Advanced Beginner in a specific Skill Area may benefit from a combination of clear guidelines, close supervision and some specified areas of autonomy, while a proficient performer is likely to become frustrated by close supervision and limited autonomy, but will be highly motivated, and extend their skills when given challenges and opportunities to work closely with, and receive coaching from, an expert performer in that Skill Area.


Level of autonomy

Autonomy can encompass choices about what to do, when to do it, how to do it and who to do it with, and has been identified as a key factor in motivation to learn. It may be linked to the degree of responsibility and accountability an individual takes, or is given, for outcomes. It can also impact on the extent to which an individual is able to demonstrate the full extent of skills such as creativity, flexibility, problem-solving and decision making. Therefore providing opportunities to make choices and reflect on their effectiveness can assist an individual to develop new skills and understandings. However, while individuals at any stage of development may benefit from some form of autonomy, the appropriate nature and degree of autonomy depends on the stage of performance. For example, novices and advanced beginners need clear structures, guidelines and high support with clearly defined areas of autonomy whereas proficient and expert performers benefit from a high degree of autonomy.

Degree of motivation

Motivation may be intrinsic (internally driven) or extrinsic (externally driven). Extrinsic motivation is driven by an individual’s awareness of external rewards and potential adverse consequences. Intrinsic motivation is influenced by an individual’s own areas of interest and by their perception of whether something matters. Intrinsic motivation to develop in a particular Skill Area will therefore be stronger when an individual can see how this will assist in achieving something they value or where they perceive that performance in the Skill Area itself is important in its own right.

Self-belief and resilience

The belief that one can perform a task or further develop a skill, and the capacity to be resilient when faced with challenges, strongly influence the ways in which individuals perform and further develop their skills and knowledge. Individuals with high self-belief and resilience are more likely to look forward to, and be successful in work performance, and this in turn contributes to increased self-belief and resilience, and the desire to take on new challenges and improve skills further. Self belief and resilience also affect an individual’s empathy and sensitivity to others, ability to cope under pressure and to deal with work-related politics.

Cultural and value-based factors

Workplace culture and values underpin the types of attitudes and attributes valued in work contexts, such as enthusiasm, initiative and commitment. They can also support or inhibit the creation of an environment that fosters learning, collaboration, creativity and innovation. Workplace culture and values can be explicit, such as those promoted in codes of conduct or workplace policies, or implicit in the accepted behaviour, reward systems and power structures of the workplace.

Individuals’ values and cultural background affect the attitudes they bring with them to work, as well as their ability to understand and operate within the culture of a workplace.

The culture and values of both the individual and the work situation affect the ability of an individual to demonstrate and develop the behaviours required for success in work, and will influence expectations about the nature of specific Core Skills for Work, e.g. accepted ways of interacting, communicating and managing conflict in the work context.

External factors

Circumstances outside of the work context may have a significant influence on individuals’ ability to successfully participate in work, their work performance overall and/or their capacity to develop and apply Core Skills for Work. External factors include health, transport, housing arrangements, family responsibilities, social networks and other personal circumstances. They also include broader environmental factors such as the economic climate and labour market conditions.

Table 4. INFLUENCING FACTORS (Continued)


USING THE CSFW

The Performance Features The detailed Performance Features describe the kinds of skills, knowledge and understandings that an individual might demonstrate when they are operating at a particular Stage of Performance in a particular Skill Area. They can be used to identify what stage an individual is at in their development at a particular point in time and in a particular context. This provides a basis for:

■ articulating and building on an individual’s current strengths

■ focusing learning and development activities on any gaps in skills, knowledge or understanding

■ providing a guide as to what individuals might do to continue their development in particular Skill Areas

■ identifying the nature and degree of support required, and the types of practical experience and challenges that might facilitate further learning and development

■ developing shared and realistic expectations about the appropriate Stage of Performance for an individual in a particular context and timeframe.

As the CSfW aims to be applicable across a broad range of diverse contexts, the Performance Features are deliberately generic. However, they can be customised for use in particular contexts by adding specific examples of what performance might look like in that context, or by changing the language of the Performance Features themselves. For example, one of the Performance Features from Skill Area 1b, work with roles, rights and protocols, says “Understands how own role meshes with others and contributes to broader work goals”. Customising it for a particular context might involve specifying what the ‘others’ are (e.g. other roles in their organisation, or in their project team) and what the ‘broader work goals’ relate to (e.g. to their organisation, or to their field). A diagnostic tool might then also describe how they might demonstrate their understanding within the context (e.g. explain, identify, describe or do).

The Performance Features can also be used to inform the design of learning products (such as programs, curriculum, learning resources and diagnostic and self-assessment tools) and processes.

The Influencing FactorsInfluencing Factors such as ‘nature and degree of support’, ‘complexity of tasks’ and ‘level of autonomy’ impact on performance, and play an important role in facilitating or inhibiting learning and development, as do opportunities for practice and reflection and for new experiences and challenges.

For example, a novice in Skill Area 1b, Recognise and respond to protocols, ‘Working with roles, rights and protocols’ who wishes to progress to advanced beginner in this Skills Area, may benefit from:

■ opportunities for greater autonomy in decision-making in relation to some aspects of tasks

■ opportunities to take on slightly more challenging tasks, with support available for questions or problems that might arise

■ guidance in identifying and understanding implicit aspects of protocols, or to reflect on an experience when explicit protocols weren’t met

■ a specific training intervention to increase understanding of legal rights and responsibilities.


The Influencing Factors also provide a potential focus for specific learning and development activities and tools. For example, they could be used as a basis for developing activities and tools:

■ to assist individuals to understand the cultural and value-based factors that may affect their work choices, to identify external factors that might need to be addressed in order to gain and maintain work, or to strengthen their self-belief and resilience

■ to assist employers, trainers, educators and those who work with job seekers in identifying factors within their control that may be having a positive or negative impact on an individual’s capacity to develop and demonstrate particular skills (e.g. nature and degree of support) and in considering the type and nature of tasks that may be appropriate for an individual to undertake at a particular stage of performance (e.g. level of complexity, level of autonomy).


PERFORMANCE FEATURES TABLES

The Performance Features tables describe the kinds of things that someone knows, understands and can do at each stage of the five stages of performance.

The descriptors for each of the ten Skill Areas are grouped together under Focus Areas specific to that Skill Area.

A definition of the Skill Area and list of key terms and concepts are provided prior to each Performance Features table.


1A. MANAGE CAREER AND WORK LIFE

Definition:This Skill Area is about managing decisions throughout life about how, when and where to work. It involves the capacity to identify work and career options, to gain work or career advancement, and to undertake learning appropriate to work needs and goals.

Key terms and concepts: Work – is activity involving mental and/or physical effort that is directed towards a specific purpose.

Work options – may relate to particular industries, fields or occupations, may be paid or unpaid and may be conducted under any type of work arrangement, including self- employment, casual, part or full-time employment, flexible or remote.

Work life – refers to decisions regarding the conditions under which a person works, such as role, responsibilities, hours, remuneration and other benefits, location, travel. A person’s range of choices may be enhanced or restricted at any point in time by a range of factors.

Career – is the sequence and variety of occupations, including paid and unpaid work, which a person undertakes throughout a lifetime. Traditionally, the term was associated with paid employment and was likely to refer to a single occupation. However, now the term ‘career’ is seen as a continuous lifelong process involving work choices and associated learning that may cross occupations and draw on skills and knowledge developed in paid or voluntary work, or through family and community involvement and leisure activities.

Career Development – is an explicit process involving the decisions individuals make as they attempt to shape their work lives. It is a unique process for each individual, involving choices about occupations, roles, tasks and associated learning, sometimes with a specific goal in mind, and other times in response to unpredicted, unplanned events or chance encounters. It may involve the traditional concept of moving ‘up’ through a hierarchy of better paid and/or influential roles, but also decisions about which tasks to take on within a role or whether to move ‘sideways’ or ‘down’ in order to satisfy personal interests and needs, gain experience and develop or demonstrate expertise.

Factors influencing career and work life decisions – may include personal interests, values, goals and expectations, occupational or organisational goals, requirements and expectations, family, culture, community, school, socioeconomic circumstances, geographic location, the labour market, task or organisational arrangements such as child care availability, work from home options.

Techniques/strategies for seeking and applying for work – might include verbal or written enquiries, monitoring job vacancies and industry developments, accessing online job sites, approaching employment agencies, using written applications, completing job interviews, creating a professional online profile, establishing and using contacts and networks, using formal online channels such as professional networking sites, and informal channels such as social media sites and blogs.

Learning – includes all types of formal, non-formal and informal learning relevant to gaining, keeping and improving performance in a job. It includes structured education and training, on-the-job learning such as mentoring and job rotations, learning that occurs through reading, observation, practice and reflection within a work context or in non work settings, such as engagement in volunteer organisations and community activities.


PERFORMANCE FEATURES TABLE 1A – MANAGE CAREER AND WORK LIFE Fo

cus

Are

as

A N

ovic

e in

m

anag

ing

care

er

and

wor

k lif

e:

An

Adv

ance

d B

egin

ner

in

man

agin

g ca

reer

an

d w

ork

life:

A C

apab

le

perf

orm

er in

m

anag

ing

care

er

and

wor

k lif

e:

A P

rofic

ient

pe

rfor

mer

in

man

agin

g ca

reer

an

d w

ork

life:

An

Expe

rt in

m

anag

ing

care

er

and

wor

k lif

e:

Iden

tify

wor

k op

tions

Beg

ins

to r

ecog

nise

som

e pe

rson

al s

kills

, int

eres

ts

and

pref

eren

ces

May

take

som

e st

eps

to

acce

ss in

form

atio

n an

d su

ppor

t in

mak

ing

care

er

and

wor

k de

cisi

ons

With

ass

ista

nce,

iden

tifies

a

limite

d ra

nge

of w

ork

optio

ns d

irec

tly r

elat

ed

to p

rese

nt p

ositi

on o

r in

tere

sts,

or

suita

ble

to

mee

t im

med

iate

nee

ds

With

ass

ista

nce,

iden

tifies

an

y sp

ecifi

c qu

alifi

catio

ns,

expe

rien

ce a

nd/o

r sk

ills

need

ed a

nd w

ith

enco

urag

emen

t, m

ay ta

ke

up fo

rmal

trai

ning

in a

re

leva

nt a

rea

or ta

ke u

p a

volu

ntee

r po

sitio

n to

gai

n ne

cess

ary

expe

rien

ce

With

ass

ista

nce,

iden

tifies

ba

rrie

rs to

ent

ry in

to

chos

en a

rea

and

som

e st

rate

gies

to a

ddre

ss

thes

e

With

enc

oura

gem

ent,

may

see

k fo

rmal

trai

ning

w

here

req

uire

d

Beg

ins

to d

evel

op s

ome

insi

ghts

into

per

sona

l go

als,

pre

fere

nces

and

ap

titud

es r

elev

ant t

o w

ork,

bas

ed o

n so

me

prac

tical

exp

erie

nce

Targ

ets

som

e sp

ecifi

c oc

cupa

tions

and

wor

k op

tions

, and

take

s so

me

step

s to

iden

tify

requ

ired

qu

alifi

catio

ns, s

kills

and

ex

peri

ence

Iden

tifies

and

find

s w

ays

to a

ddre

ss s

ome

fact

ors

that

may

be

actin

g as

ba

rrie

rs to

gai

ning

wor

k an

d de

velo

ping

car

eer

Seek

s ad

vice

and

gu

idan

ce w

hen

unsu

re

abou

t wha

t to

do n

ext o

r ho

w to

go

abou

t it

Dra

ws

on p

ast e

xper

ienc

e to

iden

tify

pref

eren

ces,

sk

ills

and

aptit

udes

and

pr

efer

red

occu

patio

n or

w

ork

role

s

Atte

mpt

s to

take

con

trol

of

fact

ors

influ

enci

ng

pers

onal

car

eer

and

wor

k lif

e de

cisi

ons

Use

s a

syst

emat

ic

proc

ess

for

deve

lopi

ng

care

er, i

dent

ifyin

g an

d re

sear

chin

g em

ploy

men

t op

tions

and

ass

ocia

ted

skill

and

qua

lifica

tion

requ

irem

ents

Dev

elop

s ca

reer

pla

ns,

iden

tifies

pat

hway

s,

and

take

s so

me

step

s to

add

ress

imm

edia

te

barr

iers

and

ski

ll ga

ps

that

are

with

in o

wn

cont

rol

Rec

ogni

ses

the

valu

e of

adv

ice,

and

see

ks

assi

stan

ce fo

r on

-goi

ng

care

er p

lann

ing

and

deve

lopm

ent

Beg

ins

to b

road

en a

reas

of

inte

rest

and

focu

s,

seek

ing

new

cha

lleng

es

and

reco

gnis

ing

that

ex

pert

ise

can

be a

dapt

ed

and

appl

ied

in d

iver

se

cont

exts

Rec

ogni

ses

the

com

plex

ity o

f fac

tors

in

fluen

cing

car

eer

deci

sion

s an

d ca

reer

de

velo

pmen

t e.g

. cha

nges

in

life

rol

es a

nd g

oals

, un

pred

icte

d ev

ents

Reg

ular

ly r

evie

ws

curr

ent

situ

atio

n an

d fu

ture

ca

reer

and

wor

k op

tions

, de

velo

ping

str

ateg

ies

to

addr

ess

som

e fa

ctor

s th

at

may

lim

it ch

oice

s, a

nd

acce

ptin

g th

ose

that

may

be

out

side

ow

n co

ntro

l at

a pa

rtic

ular

poi

nt in

tim

e

May

intu

itive

ly id

entif

y a

new

opp

ortu

nity

, the

n se

ek a

dvic

e fr

om tr

uste

d ad

viso

rs b

efor

e m

akin

g a

deci

sion

Kee

ps a

brea

st o

f tre

nds

and

issu

es, a

ppre

ciat

ing

that

the

wor

ld o

f wor

k is

dy

nam

ic, w

ith c

hang

ing

need

s an

d pr

iori

ties,

and

th

at c

aree

r de

velo

pmen

t is

not

a li

near

pro

cess

th

at c

an b

e cl

osel

y co

ntro

lled

Ope

rate

s fr

om a

bro

ad,

gene

ral c

aree

r st

rate

gy

refle

ctin

g a

clea

r se

nse

of p

erso

nal v

alue

s,

inte

rest

s, g

oals

and

pr

iori

ties,

cha

lleng

ing

and

revi

sing

car

eer

plan

s in

res

pons

e to

act

ual o

r po

tent

ial c

onte

xtua

l and

pe

rson

al c

hang

es

Expl

ores

the

pote

ntia

l to

adju

st o

wn

expe

ctat

ions

, sk

ills

and

know

ledg

e to

sui

t a r

ole,

or

may

de

velo

p a

new

rol

e su

ited

to e

xper

tise

e.g.

laun

ch a

ne

w v

entu

re

May

act

intu

itive

ly to

take

ad

vant

age

of a

new

opt

ion

or a

dapt

to u

npre

dict

ed

even

ts


Focu

s A

reas

A N

ovic

e in

m

anag

ing

care

er

and

wor

k lif

e:

An

Adv

ance

d B

egin

ner

in

man

agin

g ca

reer

an

d w

ork

life:

A C

apab

le

perf

orm

er in

m

anag

ing

care

er

and

wor

k lif

e:

A P

rofic

ient

pe

rfor

mer

in

man

agin

g ca

reer

an

d w

ork

life:

An

Expe

rt in

m

anag

ing

care

er

and

wor

k lif

e:

Gai

n w

ork

With

ass

ista

nce,

us

es a

lim

ited

set o

f st

rate

gies

for

iden

tifyi

ng

and

appl

ying

for

jobs

e.

g. J

obsg

uide

, car

eer

coun

sello

r, s

impl

e re

sum

e te

mpl

ate

Iden

tifies

som

e sp

ecifi

c ex

pect

atio

ns a

ssoc

iate

d w

ith p

artic

ular

job

(e.g

. ap

prop

riat

e pe

rson

al

pres

enta

tion,

ski

ll se

t) an

d m

ay s

eek

assi

stan

ce to

ad

dres

s th

ese

Inde

pend

ently

use

s a

smal

l ran

ge o

f str

ateg

ies

for

seek

ing

wor

k or

ca

reer

adv

ance

men

t

Take

s so

me

step

s to

de

scri

be o

wn

skill

s,

know

ledg

e an

d ex

peri

ence

in te

rms

that

add

ress

spe

cific

job

crite

ria

and

cons

ider

s ho

w to

pre

sent

sel

f ap

prop

riat

ely

Use

s a

rang

e of

str

ateg

ies

and

reso

urce

s w

hen

iden

tifyi

ng a

nd a

pply

ing

for

a ne

w r

ole

Des

crib

es s

kills

, kn

owle

dge

and

expe

rien

ce in

rel

atio

n to

st

ated

job

requ

irem

ents

Take

s so

me

step

s to

fin

d ou

t mor

e ab

out a

po

tent

ial p

ositi

on a

nd

plan

s ho

w to

mak

e a

posi

tive

impr

essi

on

Iden

tifies

and

use

s a

broa

d ra

nge

of s

trat

egie

s an

d re

sour

ces

to fi

nd

and

gain

wor

k an

d is

be

ginn

ing

to u

tilis

e th

e po

wer

of p

erso

nal

cont

acts

Res

earc

hes

pote

ntia

l w

ork

optio

ns in

or

der

to fo

cus

on k

ey

requ

irem

ents

, sel

ect

rele

vant

exa

mpl

es o

f pas

t ex

peri

ence

and

max

imis

e th

e im

pact

of p

erso

nal

pres

enta

tion

Appl

ies

and

adap

ts a

wid

e ra

nge

of s

trat

egie

s an

d re

sour

ces

to id

entif

y an

d ga

in w

ork,

par

ticul

arly

th

roug

h ne

twor

ks a

nd

cont

acts

Tailo

rs a

ppro

ache

s an

d pr

esen

tatio

ns to

pot

entia

l cl

ient

s or

em

ploy

ers

to il

lust

rate

a s

tron

g un

ders

tand

ing

of a

nd

mat

ch w

ith th

e na

ture

an

d re

quir

emen

ts o

f the

ro

le

PERFORMANCE FEATURES TABLE 1A – MANAGE CAREER AND WORK LIFE (Continued)


Focu

s A

reas

A N

ovic

e in

m

anag

ing

care

er

and

wor

k lif

e:

An

Adv

ance

d B

egin

ner

in

man

agin

g ca

reer

an

d w

ork

life:

A C

apab

le

perf

orm

er in

m

anag

ing

care

er

and

wor

k lif

e:

A P

rofic

ient

pe

rfor

mer

in

man

agin

g ca

reer

an

d w

ork

life:

An

Expe

rt in

m

anag

ing

care

er

and

wor

k lif

e:

Dev

elop

re

leva

nt

skill

s an

d kn

owle

dge

With

in a

job

role

, may

ne

ed e

ncou

rage

men

t to

ask

for

addi

tiona

l as

sist

ance

and

gui

danc

e

Par

ticip

ates

in fo

rmal

tr

aini

ng r

equi

rem

ents

an

d sk

ill d

evel

opm

ent

oppo

rtun

ities

as

requ

ired

by

oth

ers

May

see

k ne

w le

arni

ng

oppo

rtun

ities

Take

s st

eps

to

deve

lop

skill

s, o

btai

n qu

alifi

catio

ns a

nd/o

r ex

peri

ence

rel

evan

t to

curr

ent o

r de

sire

d w

ork

role

With

enc

oura

gem

ent,

may

see

k fe

edba

ck o

n w

ork

perf

orm

ance

from

a

trus

ted

sour

ce

Dev

elop

s sk

ills

and

know

ledg

e re

late

d to

cu

rren

t rol

e th

roug

h sh

arin

g an

d re

flect

ing

on

prac

tical

exp

erie

nce

and

feed

back

and

thro

ugh

form

al tr

aini

ng

Beg

ins

to r

ecog

nise

the

impo

rtan

ce o

f on-

goin

g le

arni

ng a

nd m

ay in

itiat

e an

d im

plem

ent a

form

al

lear

ning

pla

n al

igne

d w

ith

care

er g

oals

, or

utili

se

esta

blis

hed

wor

k ba

sed

prog

ram

s

May

beg

in to

use

re

flect

ion

on e

xper

ienc

e as

a w

ay o

f ide

ntify

ing

tran

sfer

able

pri

ncip

les

and

conc

epts

May

act

ivel

y se

ek

feed

back

as

a so

urce

of

insi

ght i

nto

stre

ngth

s an

d ar

eas

for

impr

ovem

ent

Rec

ogni

ses

the

impo

rtan

ce o

f dev

elop

ing

both

tech

nica

l and

non

-te

chni

cal s

kills

and

of

lear

ning

from

feed

back

an

d se

lf-re

flect

ion

Form

ally

refl

ects

on

perf

orm

ance

as

an

inte

gral

par

t of o

wn

deve

lopm

ent

e.g.

thro

ugh

keep

ing

a jo

urna

l, sh

arin

g w

ith p

eers

, co

achi

ng o

r m

ento

ring

se

ssio

ns a

nd fe

edba

ck

from

oth

ers

Iden

tifies

tran

sfer

able

pr

inci

ples

and

con

cept

s

Sets

ow

n le

arni

ng

chal

leng

es, u

sing

fo

rmal

and

info

rmal

op

port

uniti

es to

dev

elop

kn

owle

dge,

ski

lls a

nd

insi

ght

Trea

ts e

very

act

ivity

as

a so

urce

of i

nsig

hts

and

refle

cts

on p

erfo

rman

ce

as a

n in

tegr

al p

art o

f w

ork

life,

usi

ng a

ran

ge

of fo

rmal

and

info

rmal

pr

oces

ses

Activ

ely

seek

s fe

edba

ck

from

a w

ide

rang

e of

so

urce

s

Iden

tifies

inno

vativ

e w

ays

of d

evel

opin

g an

d sh

arin

g sk

ills

and

know

ledg

e w

ith

othe

rs

PERFORMANCE FEATURES TABLE 1A – MANAGE CAREER AND WORK LIFE (Continued)


1B. WORK WITH ROLES, RIGHTS AND PROTOCOLS

Definition:This Skill Area is about understanding work roles and workplace rights and expectations. It involves the capacity to identify and manage responsibilities, recognise and respond to legal rights and responsibilities, and to recognise and respond to expectations and accepted practices of work situations.

Key terms and concepts: Role – refers not only to a group of tasks and responsibilities related to a particular position in a work situation, but also the sense of purpose and patterns of behaviour that a person brings to it. For example, a person might have a job description that stipulates that they are responsible for a series of tasks, but they may also see themselves as playing a leadership role, which involves behaving in certain ways.

Responsibilities – refers to the duties associated with a work role and the degree of autonomy to determine what is done, with whom, by when and by what means.

Legal rights and responsibilities – as stipulated in legislation and regulations related to conditions of employment, equal opportunity and discrimination, safe work practices etc.

Protocols – the rules, procedures, common practices or expectations governing behaviour in a work situation. Protocols may be explicit, such as those detailed in policy and procedure manuals, or implicit, such those arising from the cultures and customs of different work contexts.

Sources of support – may include supervisors, peers, work colleagues, policy and procedure manuals, training and development activities, online and external information sources, external expertise and networks.


Focu

s A

reas

A N

ovic

e in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

An

Adv

ance

d B

egin

ner

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

A C

apab

le

perf

orm

er in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

A P

rofic

ient

pe

rfor

mer

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

An

Expe

rt in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

Wor

k w

ith

role

s an

d re

spon

sibi

litie

s

May

nee

d gu

idan

ce

to id

entif

y th

e ta

sks

and

resp

onsi

bilit

ies

asso

ciat

ed w

ith o

wn

role

Follo

ws

inst

ruct

ions

to

com

plet

e a

limite

d se

t of w

ell-

defin

ed

task

s th

at m

ay in

volv

e so

me

limite

d an

d cl

earl

y de

fined

are

as o

f pe

rson

al r

espo

nsib

ility

Atte

mpt

s to

follo

w

dire

ctio

ns o

n th

e sc

ope

of r

espo

nsib

ility

with

in

the

role

and

beg

ins

to r

ecog

nise

whe

n to

invo

lve

othe

rs e

.g.

supe

rvis

or

Und

erst

ands

mai

n ta

sks,

res

pons

ibili

ties

and

boun

dari

es o

f ow

n ro

le

May

take

som

e re

spon

sibi

lity

for

deci

sion

s re

gard

ing

whe

n an

d ho

w to

co

mpl

ete

task

s,

co-o

rdin

ate

with

or

dele

gate

to o

ther

s

Und

erst

ands

the

natu

re

and

purp

ose

of o

wn

role

and

ass

ocia

ted

resp

onsi

bilit

ies,

and

ho

w it

con

trib

utes

to th

e w

ork

of o

ther

s in

the

imm

edia

te w

ork

cont

ext

Take

s re

spon

sibi

lity

for

deci

sion

s ab

out w

hen

and

how

to c

ompl

ete

task

s an

d co

ordi

nate

w

ith o

ther

s

Feel

s pe

rson

al

owne

rshi

p of

out

com

es

Und

erst

ands

how

ow

n ro

le m

eshe

s w

ith o

ther

s an

d co

ntri

bute

s to

br

oade

r w

ork

goal

s

Wor

ks in

depe

nden

tly

and

colle

ctiv

ely

with

in

broa

d pa

ram

eter

s,

with

a s

tron

g se

nse

of r

espo

nsib

ility

and

ow

ners

hip

of g

oals

, pl

ans,

dec

isio

ns a

nd

outc

omes

May

refl

ect o

n de

sign

atio

n of

rol

es

and

resp

onsi

bilit

ies

and

iden

tify

chan

ges

that

w

ould

impr

ove

colle

ctiv

e ou

tcom

es

Con

side

rs o

wn

role

in

term

s of

its

cont

ribu

tion

to b

road

er g

oals

of t

he

wor

k en

viro

nmen

t (eg

. go

als

of a

n or

gani

satio

n or

a fi

eld/

indu

stry

) and

ad

apts

and

ren

egot

iate

s ro

le a

nd r

espo

nsib

ilitie

s w

hen

this

has

the

pote

ntia

l to

incr

ease

ef

fect

iven

ess

Is h

ighl

y au

tono

mou

s,

taki

ng r

espo

nsib

ility

an

d ow

ners

hip

for

mos

t or

all a

spec

ts o

f ow

n w

ork,

intu

itive

ly

reco

gnis

ing

and

man

agin

g fa

ctor

s th

at

may

affe

ct a

chie

vem

ent

of o

utco

mes

PERFORMANCE FEATURES TABLE 1B – WORK WITH ROLES, RIGHTS AND PROTOCOLS


Focu

s A

reas

A N

ovic

e in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

An

Adv

ance

d B

egin

ner

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

A C

apab

le

perf

orm

er in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

A P

rofic

ient

pe

rfor

mer

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

An

Expe

rt in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

Ope

rate

with

in

lega

l rig

hts

and

resp

onsi

bilit

ies

With

gui

danc

e, id

entifi

es

mai

n le

gal r

ight

s an

d re

spon

sibi

litie

s an

d so

me

prac

tical

im

plic

atio

ns fo

r ow

n ro

le, e

.g. h

ealth

and

sa

fety

req

uire

men

ts,

awar

d ag

reem

ent

May

nee

d en

cour

agem

ent t

o se

ek

supp

ort i

f pro

blem

s ar

ise

Und

erst

ands

ow

n ri

ghts

in

the

imm

edia

te w

ork

cont

ext

Take

s so

me

pers

onal

re

spon

sibi

lity

for

adhe

renc

e to

lega

l and

re

gula

tory

req

uire

men

ts

and

seek

s cl

arifi

catio

n or

oth

er a

ssis

tanc

e w

hen

requ

ired

Und

erst

ands

ow

n ri

ghts

an

d ra

ises

issu

es if

th

ese

are

not r

espe

cted

Appr

ecia

tes

the

impl

icat

ions

of

lega

l and

reg

ulat

ory

resp

onsi

bilit

ies

rela

ted

to o

wn

wor

k, a

nd is

be

ginn

ing

to r

ecog

nise

so

me

gene

ral l

egal

pr

inci

ples

app

licab

le

acro

ss w

ork

cont

exts

Take

s pe

rson

al

resp

onsi

bilit

y fo

r ad

here

nce

to

lega

l/re

gula

tory

re

spon

sibi

litie

s re

leva

nt

to o

wn

wor

k co

ntex

t, an

d dr

aws

atte

ntio

n to

any

issu

es th

at m

ay

affe

ct s

elf o

r ot

hers

Und

erst

ands

ow

n le

gal r

ight

s an

d re

spon

sibi

litie

s an

d is

ext

endi

ng

unde

rsta

ndin

g of

ge

nera

l leg

al p

rinc

iple

s ap

plic

able

acr

oss

wor

k co

ntex

ts

Kee

ps u

p to

dat

e on

ch

ange

s to

legi

slat

ion

or r

egul

atio

ns r

elev

ant

to o

wn

righ

ts a

nd

resp

onsi

bilit

ies

and

cons

ider

s im

plic

atio

ns

of th

ese

whe

n ne

gotia

ting,

pla

nnin

g an

d un

dert

akin

g w

ork

May

rec

ogni

se p

robl

ems

that

hav

e th

e po

tent

ial

to b

ecom

e le

gal i

ssue

s an

d ta

kes

step

s to

ad

dres

s th

em b

efor

e th

ey e

scal

ate

Mon

itors

adh

eren

ce

to le

gal a

nd

regu

lato

ry r

ight

s an

d re

spon

sibi

litie

s fo

r se

lf an

d po

ssib

ly o

ther

s

May

dev

elop

and

im

plem

ent s

trat

egie

s to

rai

se a

war

enes

s an

d ch

ange

beh

avio

urs

that

m

ight

und

erm

ine

righ

ts

and

resp

onsi

bilit

ies

e.g.

w

ays

of a

chie

ving

equ

al

oppo

rtun

ity, i

mpr

ovin

g sa

fety

PERFORMANCE FEATURES TABLE 1B – WORK WITH ROLES, RIGHTS AND PROTOCOLS (Continued)


Focu

s A

reas

A N

ovic

e in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

An

Adv

ance

d B

egin

ner

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

A C

apab

le

perf

orm

er in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

A P

rofic

ient

pe

rfor

mer

in

wor

king

with

ro

les,

rig

hts

and

prot

ocol

s:

An

Expe

rt in

w

orki

ng w

ith

role

s, r

ight

s an

d pr

otoc

ols:

Rec

ogni

se a

nd

resp

ond

to

prot

ocol

s

Beg

ins

to r

ecog

nise

s th

at d

iffer

ent

orga

nisa

tions

hav

e ex

pect

atio

ns a

nd r

ules

re

late

d to

how

wor

k is

to b

e do

ne a

nd to

pe

rson

al c

ondu

ct

Focu

ses

on m

eetin

g a

limite

d ra

nge

of

expl

icit

prot

ocol

s e.

g.

atte

ndan

ce, d

ress

cod

e,

safe

ty

May

nee

d en

cour

agem

ent t

o as

k fo

r cl

arifi

catio

n w

hen

unsu

re o

f wha

t to

do

Gen

eral

ly fo

llow

s th

e ex

plic

it pr

otoc

ols

imm

edia

tely

rel

ated

to

role

Beg

ins

to r

ecog

nise

im

plic

it ex

pect

atio

ns

and

take

s so

me

step

s to

m

eet t

hese

Rec

ogni

ses

and

follo

ws

expl

icit

and

impl

icit

prot

ocol

s an

d m

eets

ex

pect

atio

ns a

ssoc

iate

d w

ith o

wn

role

Seek

s ad

vice

abo

ut

proc

edur

es a

nd

expe

ctat

ions

whe

n ta

king

on

new

task

s or

ro

les

Rec

ogni

ses

and

resp

onds

to b

oth

expl

icit

and

impl

icit

prot

ocol

s w

ithin

fa

mili

ar w

ork

cont

exts

an

d ap

prec

iate

s th

e im

port

ance

of

iden

tifyi

ng a

nd

resp

ondi

ng to

pro

toco

ls

in n

ew s

ituat

ions

May

see

k to

mak

e im

plic

it pr

otoc

ols

and

expe

ctat

ions

mor

e ex

plic

it, a

nd m

ay

chal

leng

e th

ose

that

ap

pear

to w

ork

agai

nst

effe

ctiv

e ou

tcom

es, o

r do

not

refl

ect s

tate

d va

lues

Rec

ogni

ses

prot

ocol

s th

at m

ust b

e re

spec

ted

and

mai

ntai

ned,

and

id

entifi

es th

ose

that

may

no

long

er b

e se

rvin

g a

usef

ul p

urpo

se

Kno

ws

whe

n an

d ho

w

to c

halle

nge

som

e pr

otoc

ols

to b

ette

r al

ign

with

org

anis

atio

nal o

r pe

rson

al g

oals

and

va

lues

and

ach

ieve

ou

tcom

es m

ore

effic

ient

ly a

nd e

ffect

ivel

y

PERFORMANCE FEATURES TABLE 1B – WORK WITH ROLES, RIGHTS AND PROTOCOLS (Continued)


2A. COMMUNICATE FOR WORK

Definition: This Skill Area is about using communication skills to achieve work outcomes. It involves the capacity to recognise communication protocols and etiquette, use communication systems and processes, understand messages and get messages across to others.

Key terms and concepts: Language – in its broadest sense, language involves the words, verbal structures and gestures used to convey or understand meaning. It also includes visual communication skills, including Australian Sign Language (AUSLAN).

Communication practices and protocols – refer to the explicit and implicit ‘rules’ or conventions that govern communication in different settings and with different people. For example, there may be protocols surrounding what and how to communicate with those in a position of authority, or with people from a particular cultural background. There may also be implicit social conventions about the kind of language that is expected and considered acceptable in different circumstances. These practices and protocols have a strong influence on the choices an individual makes when communicating such as choice of vocabulary, tone, non-verbal behaviour. They may also influence how others interpret those choices e.g. as interested, respectful, rude, persuasive, assertive, aggressive.

Message – is used broadly to refer to any work related unit of communication, and may be oral, written or visual. Messages contain information, news, advice, requests etc and may be captured in many different ways e.g. written documents, plans, verbal instructions, diagrams. Visual and sensory messages are transmitted and received through actions such as a raised eyebrow, a smile or a handshake. Messages may carry both explicit and implicit meanings, themes and ideas, and may be interpreted in different ways by different people.

Communication channel – the route of a message through one or more of three broad media – written, spoken and non verbal e.g. face to face interaction, print or broadcast (electronic) media.

Mode – is the choice of communication method e.g. spoken, written, visual; formal, informal.

Vocational vocabulary – refers to the language of a particular field of work. This includes specific technical terminology, but also words and phrases that carry specific meanings within that field e.g. the term ‘cookie’ carries a different meaning for a lighting rigger, a baker and an IT worker.

http://www.businessdictionary.com/definition/print-media.html


Focu

s A

reas

A N

ovic

e in

co

mm

unic

atin

g fo

r w

ork:

An

Adv

ance

d B

egin

ner

in

com

mun

icat

ing

for

wor

k:

A C

apab

le

perf

orm

er in

co

mm

unic

atin

g fo

r w

ork:

A P

rofic

ient

pe

rfor

mer

in

com

mun

icat

ing

for

wor

k:

An

Expe

rt in

co

mm

unic

atin

g fo

r w

ork:

Res

pond

to

com

mun

icat

ion

syst

ems,

pr

actic

es a

nd

prot

ocol

s

Atte

mpt

s to

follo

w

inst

ruct

ions

reg

ardi

ng

wha

t to

com

mun

icat

e,

with

who

m

and

how

Dem

onst

rate

s so

me

awar

enes

s of

the

diffe

renc

es b

etw

een

wor

k re

late

d an

d so

cial

co

mm

unic

atio

n an

d so

me

unde

rsta

ndin

g of

acc

epte

d co

mm

unic

atio

n co

nven

tions

in a

wor

k co

ntex

t

Gen

eral

ly u

nder

stan

ds

wha

t to

com

mun

icat

e,

with

who

m a

nd h

ow in

hi

ghly

fam

iliar

, rou

tine

wor

k si

tuat

ions

Iden

tifies

, and

take

s st

eps

to fo

llow

, acc

epte

d co

mm

unic

atio

n pr

actic

es a

nd p

roto

cols

in

imm

edia

te w

ork

cont

ext e

.g. w

ays

of

com

mun

icat

ing

with

th

ose

in a

utho

rity

Und

erst

ands

wha

t to

com

mun

icat

e, w

ith

who

m a

nd h

ow in

ro

utin

e w

ork

situ

atio

ns,

and

is le

arni

ng

how

to id

entif

y th

e re

quir

emen

ts o

f les

s fa

mili

ar c

onte

xts

Sele

cts

and

uses

the

appr

opri

ate

conv

entio

ns

and

prot

ocol

s w

hen

com

mun

icat

ing

in a

ra

nge

of fa

mili

ar w

ork

cont

exts

Rec

ogni

ses

and

appl

ies

the

prot

ocol

s go

vern

ing

wha

t to

com

mun

icat

e,

with

who

m a

nd h

ow in

a

rang

e of

wor

k co

ntex

ts

Seek

s op

port

uniti

es

to e

xten

d an

d ap

ply

unde

rsta

ndin

g be

yond

ow

n ro

le,

and

has

stra

tegi

es

for

dete

rmin

ing

the

requ

irem

ents

of n

ew

situ

atio

ns

Beg

ins

to r

ecog

nise

the

impl

icat

ions

of i

mpl

icit

rule

s th

at g

over

n w

ho

com

mun

icat

es w

ith

who

m, h

ow a

nd fo

r w

hat p

urpo

se, i

nclu

ding

th

ose

asso

ciat

ed w

ith

pow

er a

nd s

tatu

s

Sele

cts

appr

opri

ate

com

mun

icat

ion

prot

ocol

s an

d co

nven

tions

in a

br

oad

rang

e of

wor

k co

ntex

ts, w

ith a

gr

owin

g aw

aren

ess

of

the

som

etim

es s

ubtle

im

pact

s of

cho

ices

m

ade

Dem

onst

rate

s a

finel

y nu

ance

d un

ders

tand

ing

of w

hat t

o co

mm

unic

ate,

w

ith w

hom

and

how

in

a br

oad

rang

e of

wor

k co

ntex

ts

Is h

ighl

y se

nsiti

ve to

the

impa

ct o

f exp

licit

and

impl

icit

com

mun

icat

ion

prac

tices

and

pro

toco

ls,

and

pays

clo

se a

tten

tion

to th

e su

btle

ties

of e

very

si

tuat

ion

Mas

terf

ully

man

ipul

ates

co

mm

unic

atio

n sy

stem

s,

proc

esse

s an

d pr

actic

es,

sele

ctin

g, u

sing

and

ad

aptin

g th

em fo

r m

axim

um im

pact

PERFORMANCE FEATURES TABLE 2A – COMMUNICATE FOR WORK


Focu

s A

reas

A N

ovic

e in

co

mm

unic

atin

g fo

r w

ork:

An

Adv

ance

d B

egin

ner

in

com

mun

icat

ing

for

wor

k:

A C

apab

le

perf

orm

er in

co

mm

unic

atin

g fo

r w

ork:

A P

rofic

ient

pe

rfor

mer

in

com

mun

icat

ing

for

wor

k:

An

Expe

rt in

co

mm

unic

atin

g fo

r w

ork:

Spea

k an

d lis

ten

Obs

erve

s, li

sten

s an

d,

with

enc

oura

gem

ent,

may

con

trib

ute

to

conv

ersa

tions

dir

ectly

re

leva

nt to

ow

n ro

le

Beg

ins

to u

se

appr

opri

ate

lang

uage

, to

ne a

nd n

on-v

erba

l be

havi

ours

dur

ing

inte

ract

ions

in th

e im

med

iate

wor

k co

ntex

t

May

use

sim

ple

‘scr

ipts

’ de

velo

ped

by o

ther

s fo

r ro

utin

e ta

sk r

elat

ed

inte

ract

ions

e.g

. gre

etin

g a

clie

nt, a

nsw

erin

g a

phon

e

Par

ticip

ates

in

rout

ine

conv

ersa

tions

di

rect

ly r

elev

ant t

o ro

le, r

espo

ndin

g an

d co

ntri

butin

g in

way

s th

at a

re g

ener

ally

ap

prop

riat

e in

the

cont

ext

Gen

eral

ly u

ses

lang

uage

, ton

e an

d no

n- v

erba

l beh

avio

urs

cons

ider

ed a

ppro

pria

te

in th

e co

ntex

t

May

beg

in to

pe

rson

alis

e ap

proa

ches

to

rou

tine

task

rel

ated

in

tera

ctio

ns

Initi

ates

and

con

trib

utes

to

a r

ange

of f

orm

al a

nd

info

rmal

con

vers

atio

ns

rele

vant

to r

ole,

re

spon

ding

, exp

lain

ing,

cl

arify

ing

and

expa

ndin

g on

idea

s an

d in

form

atio

n as

req

uire

d

List

ens

for

requ

ired

in

form

atio

n an

d as

ks

clar

ifyin

g qu

estio

ns

Pay

s so

me

atte

ntio

n to

the

need

s an

d re

spon

ses

of o

ther

pa

rtic

ipan

ts, m

akin

g so

me

adju

stm

ents

to

lang

uage

, voc

abul

ary,

to

ne a

nd s

tyle

as

requ

ired

Per

sona

lises

ap

proa

ches

to r

outin

e ta

sk r

elat

ed in

tera

ctio

ns

Par

ticip

ates

in c

ompl

ex

form

al a

nd in

form

al

conv

ersa

tions

rel

evan

t to

ow

n ro

le, i

nitia

ting

and

taki

ng th

e le

ad

whe

re a

ppro

pria

te

Use

s ac

tive

liste

ning

, ob

serv

atio

nal

and

ques

tioni

ng

tech

niqu

es in

ord

er

to id

entif

y di

ffere

nt

pers

pect

ives

and

co

nfirm

, cla

rify

or

revi

se

unde

rsta

ndin

g

Adap

ts c

onte

nt,

emph

asis

, ton

e,

lang

uage

, voc

abul

ary

and

non-

verb

al

beha

viou

rs a

s re

quir

ed to

bui

ld

rapp

ort o

r re

pair

m

isun

ders

tand

ing

Initi

ates

, par

ticip

ates

an

d/or

take

s th

e le

ad in

co

mpl

ex c

onve

rsat

ions

, es

tabl

ishi

ng r

appo

rt,

enco

urag

ing

cont

ribu

tions

, elic

iting

id

eas

and

info

rmat

ion,

cl

arify

ing,

sum

mar

isin

g an

d bu

ildin

g co

nstr

uctiv

ely

on th

e in

put o

f oth

ers

Use

s hi

ghly

dev

elop

ed

liste

ning

, obs

erva

tiona

l an

d qu

estio

ning

ski

lls

to u

nder

stan

d ot

hers

’ pe

rspe

ctiv

es a

nd c

lari

fy,

expl

ore,

ext

end

and

repa

ir m

eani

ng

PERFORMANCE FEATURES TABLE 2A – COMMUNICATE FOR WORK (Continued)


Focu

s A

reas

A N

ovic

e in

co

mm

unic

atin

g fo

r w

ork:

An

Adv

ance

d B

egin

ner

in

com

mun

icat

ing

for

wor

k:

A C

apab

le

perf

orm

er in

co

mm

unic

atin

g fo

r w

ork:

A P

rofic

ient

pe

rfor

mer

in

com

mun

icat

ing

for

wor

k:

An

Expe

rt in

co

mm

unic

atin

g fo

r w

ork:

Und

erst

and,

in

terp

ret a

nd a

ct

Iden

tifies

and

res

pond

s to

som

e re

leva

nt

info

rmat

ion

from

co

mm

unic

atio

ns

asso

ciat

ed w

ith fa

mili

ar

aspe

cts

of r

ole

e.

g. r

eque

sts,

dire

ctio

ns

With

enc

oura

gem

ent,

may

ask

que

stio

ns to

se

ek in

form

atio

n or

cl

arify

inst

ruct

ions

Iden

tifies

the

mai

n in

form

atio

n fr

om

oral

and

wri

tten

co

mm

unic

atio

n, a

nd

gene

rally

res

pond

s ap

prop

riat

ely

Asks

som

e qu

estio

ns to

cl

arify

und

erst

andi

ng,

or s

eek

furt

her

info

rmat

ion

Res

pond

s ap

prop

riat

ely

to r

outin

e re

ques

ts fo

r in

form

atio

n

Rec

ogni

ses

the

purp

ose

of v

ario

us

com

mun

icat

ions

dir

ectly

re

leva

nt to

ow

n ro

le

Accu

rate

ly id

entifi

es

rele

vant

info

rmat

ion

from

rou

tine

wri

tten

an

d or

al m

essa

ges

and

exch

ange

s an

d fr

om

wri

tten

doc

umen

ts

Seek

s cl

arifi

catio

n w

hen

mea

ning

s an

d in

tend

ed

actio

ns a

re o

bvio

usly

op

en to

inte

rpre

tatio

n

Pro

vide

s re

leva

nt

info

rmat

ion

to o

ther

s as

re

quir

ed

Con

side

rs th

e pu

rpos

e an

d po

ssib

le a

ctio

ns

to b

e ta

ken

as a

res

ult

of a

ny w

ork

rela

ted

com

mun

icat

ion

Iden

tifies

rel

evan

t in

form

atio

n an

d id

eas

from

a r

ange

of

mes

sage

s an

d or

al

and

wri

tten

exc

hang

es,

payi

ng s

ome

atte

ntio

n to

the

mea

ning

s at

tach

ed to

the

choi

ce

of fo

rm,

chan

nel a

nd w

ordi

ng

Beg

ins

to r

ecog

nise

ho

w p

erso

nal,

soci

al

and

cult

ural

fact

ors

may

influ

ence

peo

ple’

s un

ders

tand

ing

of a

ny

com

mun

icat

ion,

and

is

lear

ning

to q

uest

ion

own

inte

rpre

tatio

n an

d se

ek c

lari

ficat

ion

whe

re

requ

ired

Cla

rifie

s th

e pu

rpos

e an

d po

ssib

le a

ctio

ns

to b

e ta

ken

as a

res

ult

of a

ny w

ork

rela

ted

com

mun

icat

ion,

re

cogn

isin

g th

at

effe

ctiv

e co

mm

unic

atio

n is

alw

ays

a m

eans

to

an

end

Rec

ogni

ses

that

all

com

mun

icat

ion

is a

n in

tera

ctiv

e pr

oces

s of

m

eani

ng m

akin

g, a

nd

that

all

exch

ange

s ca

rry

expl

icit

and

impl

icit

mea

ning

s w

hose

inte

rpre

tatio

n is

influ

ence

d by

the

perc

eptio

ns o

f tho

se

invo

lved

, and

by

a co

mpl

ex a

rray

of s

ocia

l an

d cu

ltur

al fa

ctor

s

Pay

s cl

ose

atte

ntio

n to

un

ders

tand

ing

expl

icit

and

hidd

en m

eani

ngs,

ro

utin

ely

seek

ing

clar

ifica

tion

whe

re

mis

inte

rpre

tatio

n m

ight

cr

eate

issu

es



Focu

s A

reas

A N

ovic

e in

co

mm

unic

atin

g fo

r w

ork:

An

Adv

ance

d B

egin

ner

in

com

mun

icat

ing

for

wor

k:

A C

apab

le

perf

orm

er in

co

mm

unic

atin

g fo

r w

ork:

A P

rofic

ient

pe

rfor

mer

in

com

mun

icat

ing

for

wor

k:

An

Expe

rt in

co

mm

unic

atin

g fo

r w

ork:

Get

the

mes

sage

ac

ross

Beg

ins

to u

se s

ome

rout

ine

form

s of

w

ritt

en c

omm

unic

atio

n re

leva

nt to

imm

edia

te

wor

k ro

le w

ith a

lim

ited

awar

enes

s of

req

uire

men

ts a

nd

expe

ctat

ions

e.g

. mai

n in

form

atio

n re

quire

d

May

follo

w s

crip

ts

or u

se te

mpl

ates

for

rout

ine

com

mun

icat

ion

task

s e.

g. s

tand

ard

emai

l fo

rmat

s, in

cide

nt r

epor

ts

Is a

war

e th

at s

ome

lang

uage

use

d in

the

wor

kpla

ce is

spe

cific

to

the

job

Sele

cts

from

sm

all

rang

e of

com

mun

icat

ion

mod

es, f

orm

s an

d ch

anne

ls to

mee

t a

spec

ific

purp

ose

with

in

the

imm

edia

te w

ork

envi

ronm

ent

Con

stru

cts

a m

essa

ge w

ith s

ome

unde

rsta

ndin

g of

pu

rpos

e, a

udie

nce

need

s an

d ex

pect

atio

ns,

Gen

eral

ly u

ses

appr

opri

ate

voca

bula

ry,

incl

udin

g te

chni

cal

lang

uage

dir

ectly

re

leva

nt to

rol

e

Sele

cts

the

appr

opri

ate

form

, cha

nnel

and

m

ode

of c

omm

unic

atio

n fo

r a

spec

ific

purp

ose

rele

vant

to o

wn

role

Take

s so

me

step

s to

var

y co

nten

t, st

ruct

ure,

sty

le, t

one

and

voca

bula

ry to

su

it th

e ne

eds

of

fam

iliar

aud

ienc

es

and/

or to

ach

ieve

a

desi

red

outc

ome

e.g.

to

per

suad

e, to

gai

n as

sist

ance

Use

s ap

prop

riat

e vo

cabu

lary

, inc

ludi

ng

tech

nica

l lan

guag

e re

leva

nt to

rol

e an

d co

ntex

t

Rec

ogni

ses

the

impo

rtan

ce o

f tak

ing

audi

ence

, pur

pose

and

co

ntex

tual

fact

ors

into

ac

coun

t whe

n m

akin

g de

cisi

ons

abou

t wha

t to

com

mun

icat

e, w

ith

who

m, w

hy a

nd h

ow

Activ

ely

iden

tifies

th

e re

quir

emen

ts

of im

port

ant

com

mun

icat

ion

exch

ange

s, s

elec

ting

appr

opri

ate

chan

nels

, fo

rmat

, ton

e an

d co

nten

t to

suit

purp

ose

and

audi

ence

and

m

onito

ring

impa

ct

Dem

onst

rate

s an

in

crea

sing

cap

acity

to

man

ipul

ate

oral

, vis

ual

and/

or w

ritt

en fo

rmat

s to

ach

ieve

a s

peci

fic

purp

ose

(e.g

. to

gain

fu

ndin

g, c

onve

y an

idea

, pr

esen

t a p

lan)

, with

full

com

man

d of

voc

abul

ary

rele

vant

to th

e co

ntex

t

Dem

onst

rate

s so

phis

ticat

ed c

ontr

ol

over

ora

l, vi

sual

and

/or

wri

tten

form

ats,

dr

awin

g on

a d

iver

se

rang

e of

com

mun

icat

ion

prac

tices

to a

chie

ve

goal

s

Intu

itive

ly ta

ilors

eve

ry

com

mun

icat

ion

to

achi

eve

its p

urpo

se,

dem

onst

ratin

g a

soph

istic

ated

un

ders

tand

ing

of th

e ne

eds,

inte

rest

s, is

sues

an

d pr

iori

ties

of e

ach

audi

ence

Pay

s cl

ose

atte

ntio

n to

the

sele

ctio

n of

as

pect

s su

ch a

s m

ode,

ch

anne

l and

form

, re

cogn

isin

g th

e w

ays

in w

hich

they

may

in

fluen

ce in

terp

reta

tion

of a

mes

sage

and

ap

prec

iatin

g th

e su

btle

ties

of e

ach

e.g.

un

ders

tand

s ho

w c

hoic

e of

the

com

mun

icat

ion

form

itse

lf co

mm

unic

ates

so

met

hing

, or

that

st

ayin

g si

lent

can

so

met

imes

be

the

mos

t ef

fect

ive

optio

n



2B. CONNECT AND WORK WITH OTHERS

Definition: This Skill Area is about building the work-related relationships needed to achieve an outcome within a workgroup, or achieve goals through team based collaborations. It involves the capacity to understand others and build rapport, which in turn involves understanding one’s own values, goals, expectations and emotions, and making choices about regulating one’s own behaviour, taking the needs of others, and the often implicit social rules of the context, into account.

Key terms and concepts: Interacting – acting towards others or with others in order to get the work done. The focus in the CSfW is on social and work related interactions involving direct contact with people within a work context generally and within a workgroup or team specifically.

Co-operate – to assist someone or comply with their requests.

Collaborate – to work jointly towards the same end.

Interpersonal skills – the capacity to use specific forms of behaviour in face-to-face or virtual interactions, to bring about a desired state of affairs.

Rapport – a relationship of mutual understanding and trust in which those involved feel comfortable and accepted.

Empathy – the capacity to identify with, and understand, another’s situation, feelings, and motives.

Workgroup – a group of people with individual roles, responsibilities, tasks and accountability who come together to share information and perspectives and who may collaborate to achieve outcomes

Team – a highly sophisticated form of workgroup made up of a small number of people with complementary knowledge and skills who are committed to a common purpose and approach for which they hold themselves mutually accountable. An effective team focuses explicitly on building and maintaining understanding and trust, and designs and manages the processes that support effective interaction.

Working relationship – a relationship with a colleague, employer or employee. In a positive working relationship, those involved are on good terms and usually feel some personal compatibility based on values, beliefs and interests. In an effective working relationship, those involved understand and respect each other’s values, perspectives and skills, and work together to achieve outcomes without necessarily feeling closely compatible on a personal level.


Focu

s A

reas

A N

ovic

e in

co

nnec

ting

and

wor

king

with

oth

ers:

An

Adv

ance

d B

egin

ner

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

A C

apab

le

perf

orm

er in

co

nnec

ting

and

wor

king

with

oth

ers:

A P

rofic

ient

pe

rfor

mer

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

An

Expe

rt in

co

nnec

ting

and

wor

king

with

oth

ers:

Und

erst

and

self

With

ass

ista

nce,

beg

ins

to

reco

gnis

e so

me

pers

onal

st

reng

ths

and

chal

leng

es

asso

ciat

ed w

ith in

tera

ctin

g w

ith o

ther

s in

wor

k co

ntex

ts

With

gui

danc

e, is

bec

omin

g aw

are

of s

ome

of th

e im

pact

s of

ow

n em

otio

ns

and

beha

viou

rs o

n ot

hers

in

a w

ork

sett

ing

With

ass

ista

nce,

beg

ins

to

reco

gnis

e ho

w p

erso

nal

valu

es a

nd b

elie

fs a

lign

with

, or

diffe

r fr

om th

ose

of o

ther

s in

spe

cific

wor

k co

ntex

ts

Rec

ogni

ses

som

e pe

rson

al

stre

ngth

s an

d ch

alle

nges

as

soci

ated

with

inte

ract

ing

with

oth

ers

in w

ork

cont

exts

Beg

ins

to r

ecog

nise

so

me

way

s in

whi

ch o

wn

emot

ions

may

impa

ct

on p

erso

nal b

ehav

iour

an

d at

tem

pts

to m

anag

e re

spon

ses

to p

artic

ular

si

tuat

ions

and

peo

ple

Is d

evel

opin

g an

aw

aren

ess

of th

e im

pact

of o

wn

emot

ions

and

beh

avio

urs

on o

ther

s

Rec

ogni

ses

how

per

sona

l va

lues

and

bel

iefs

alig

n w

ith, o

r di

ffer

from

thos

e of

oth

ers

in s

peci

fic w

ork

cont

exts

and

way

s in

w

hich

this

can

affe

ct o

wn

resp

onse

s to

oth

ers

Rec

ogni

ses

som

e st

reng

ths

and

wea

knes

ses

of o

wn

inte

rper

sona

l ski

lls in

wor

k co

ntex

ts a

nd m

ay id

entif

y on

e or

mor

e ar

eas

to

deve

lop

Rec

ogni

ses

som

e tr

igge

rs

for

spec

ific

emot

ions

an

d w

ays

in w

hich

thes

e em

otio

ns a

re r

eflec

ted

in b

ehav

iour

, and

use

s a

smal

l set

of s

trat

egie

s to

m

oder

ate

aspe

cts

that

may

ca

use

prob

lem

s fo

r ot

hers

May

see

k gu

idan

ce a

nd

trai

ning

in s

peci

fic a

reas

Refl

ects

on

pers

onal

va

lues

, bel

iefs

and

as

sum

ptio

ns a

nd c

onsi

ders

ho

w th

ese

mig

ht b

e pe

rcei

ved

by o

ther

s

Iden

tifies

str

engt

hs

and

limita

tions

of o

wn

inte

rper

sona

l ski

lls a

nd

addr

esse

s ar

eas

that

w

ould

ben

efit f

rom

furt

her

deve

lopm

ent

Beg

ins

to s

eek

feed

back

ab

out o

wn

beha

viou

r fr

om

othe

rs, a

nd is

lear

ning

how

to

mod

erat

e ow

n re

actio

ns

whe

n th

is fe

edba

ck

chal

leng

es s

elf p

erce

ptio

ns

Iden

tifies

key

trig

gers

for

spec

ific

emot

ions

and

be

havi

ours

, and

use

s a

rang

e of

str

ateg

ies

to

mod

erat

e re

spon

ses

that

cau

se u

nnec

essa

ry

prob

lem

s fo

r ot

hers

Pay

s cl

ose

atte

ntio

n to

th

ose

with

hig

hly

deve

lope

d in

terp

erso

nal s

kills

, co

nsci

ousl

y le

arni

ng fr

om

wha

t the

y sa

y, h

ow th

ey s

ay

it an

d w

hat t

hey

do w

hen

inte

ract

ing

with

oth

ers,

pa

rtic

ular

ly in

pot

entia

lly

diffi

cult

situ

atio

ns

Sets

tim

e as

ide

for

self

refle

ctio

n, r

ecog

nisi

ng

pers

onal

str

engt

hs a

nd

limita

tions

and

exp

lori

ng

belie

fs a

nd a

ssum

ptio

ns

abou

t ow

n be

havi

our

and

that

of o

ther

s

Iden

tifies

and

add

ress

es

area

s of

nee

d, m

onito

ring

pr

ogre

ss b

y ob

serv

ing

the

reac

tions

of o

ther

s an

d se

ekin

g ex

plic

it fe

edba

ck

Rec

ogni

ses

that

res

pons

es

to e

vent

s an

d ot

her

peop

les

are

a ch

oice

and

act

ivel

y m

onito

rs a

nd s

eeks

to

regu

late

ow

n re

actio

ns,

part

icul

arly

whe

re th

ese

invo

lve

ange

r, fe

ar a

nd

frus

trat

ion

Seek

s ex

pert

adv

ice

and

skill

s tr

aini

ng w

here

re

quir

ed

PERFORMANCE FEATURES TABLE 2B – CONNECT AND WORK WITH OTHERS


Focu

s A

reas

A N

ovic

e in

co

nnec

ting

and

wor

king

with

oth

ers:

An

Adv

ance

d B

egin

ner

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

A C

apab

le

perf

orm

er in

co

nnec

ting

and

wor

king

with

oth

ers:

A P

rofic

ient

pe

rfor

mer

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

An

Expe

rt in

co

nnec

ting

and

wor

king

with

oth

ers:

Bui

ld

rapp

ort

With

enc

oura

gem

ent,

atte

mpt

s to

est

ablis

h a

conn

ectio

n w

ith o

ne o

r tw

o pe

ople

in im

med

iate

w

ork

cont

ext e

.g. m

ay

smile

, int

rodu

ce s

elf t

o im

med

iate

pee

rs, r

espo

nd

to a

ckno

wle

dgem

ent f

rom

ot

hers

May

res

pond

to a

dvic

e ab

out a

ccep

ted

way

s of

inte

ract

ing

in th

e im

med

iate

wor

k co

ntex

t

Esta

blis

hes

conn

ectio

ns

with

a n

umbe

r of

peo

ple

in

imm

edia

te w

ork

cont

ext,

usin

g so

me

acce

pted

pr

actic

es fo

r bu

ildin

g ra

ppor

t e.g

. ada

pts

tone

, co

nten

t and

lang

uage

to

refle

ct th

at u

sed

by o

ther

s

Use

s a

rang

e of

str

ateg

ies

to e

stab

lish

a se

nse

of

conn

ectio

n w

ith o

ther

s e.

g.

look

s fo

r co

mm

on g

roun

d,

mak

es c

asua

l con

vers

atio

n ar

ound

a to

pic

of in

tere

st to

th

e ot

her

part

y

Pay

s at

tent

ion

to th

e be

havi

our

of o

ther

s,

inte

rpre

ting

a br

oad

rang

e of

ver

bal a

nd

non

verb

al s

igna

ls, a

nd

aski

ng s

ome

ques

tions

to

help

und

erst

and

othe

rs’

thou

ghts

and

feel

ings

Beg

ins

to r

ecog

nise

and

ac

com

mod

ate

indi

vidu

al

diffe

renc

es o

f per

spec

tive

and

prio

rity

Mon

itors

res

pons

es fr

om

othe

rs, a

nd m

ay a

djus

t as

pect

s of

ow

n be

havi

our

Rec

ogni

ses

the

impo

rtan

ce

of b

uild

ing

rapp

ort i

n or

der

to e

stab

lish

effe

ctiv

e w

orki

ng r

elat

ions

hips

Look

s fo

r w

ays

of

esta

blis

hing

con

nect

ions

an

d bu

ildin

g ge

nuin

e un

ders

tand

ing

with

a

dive

rse

rang

e of

peo

ple

e.g.

mak

es a

hab

it of

re

mem

beri

ng n

ames

and

ot

her

pers

onal

det

ails

, sh

ares

ow

n pe

rson

al

info

rmat

ion

Rec

ogni

ses

and

valu

es

indi

vidu

al d

iffer

ence

s,

seek

ing

to b

ette

r un

ders

tand

oth

er

pers

pect

ives

and

judg

ing

whe

n it

is a

ppro

pria

te to

m

odify

ow

n be

havi

our

to

crea

te s

tron

ger

rapp

ort

e.g.

pic

ks u

p no

n-ve

rbal

si

gnal

s th

at s

omeo

ne is

un

com

fort

able

and

cha

nges

co

nten

t, to

ne, l

angu

age

or

spee

d of

del

iver

y

Inve

sts

time

and

ener

gy in

bu

ildin

g ra

ppor

t with

oth

ers

as a

n in

tegr

al p

art o

f all

wor

k ba

sed

inte

ract

ions

Dra

ws

on a

sm

all s

et

of g

over

ning

pri

ncip

les

lear

nt th

roug

h ex

peri

ence

e.

g. li

sten

mor

e th

an ta

lk,

genu

inel

y tr

y to

und

erst

and

wha

t the

situ

atio

n lo

oks

like

to s

omeo

ne e

lse

Use

s no

n ve

rbal

beh

avio

ur

effe

ctiv

ely

to p

ut o

ther

s at

eas

e, ta

king

acc

ount

of

cult

ural

diff

eren

ces

whe

re

appr

opri

ate

e.g.

mir

rors

an

d m

atch

es to

ne a

nd b

ody

lang

uage

Ackn

owle

dges

the

need

s an

d po

ints

of v

iew

of

othe

rs a

nd m

odifi

es o

wn

beha

viou

r w

here

it w

ill h

elp

to b

uild

rap

port

with

out

com

prom

isin

g ow

n co

re

valu

es a

nd p

rinc

iple

s

PERFORMANCE FEATURES TABLE 2B – CONNECT AND WORK WITH OTHERS (Continued)


Focu

s A

reas

A N

ovic

e in

co

nnec

ting

and

wor

king

with

oth

ers:

An

Adv

ance

d B

egin

ner

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

A C

apab

le

perf

orm

er in

co

nnec

ting

and

wor

king

with

oth

ers:

A P

rofic

ient

pe

rfor

mer

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

An

Expe

rt in

co

nnec

ting

and

wor

king

with

oth

ers:

Coop

erat

e an

d co

llab

orat

e

cont

inue

d ov

er p

age

Res

pond

s to

cle

ar r

eque

sts

May

con

trib

ute

to

wor

kgro

up p

roce

sses

whe

n in

vite

d to

do

so, r

ecog

nisi

ng

and

follo

win

g so

me

basi

c co

nven

tions

of s

ocia

l in

tera

ctio

ns e

.g. t

urn

taki

ng

Iden

tifies

one

or

two

peop

le

to a

sk fo

r he

lp

Seek

s to

coo

pera

te w

ith

othe

rs to

ach

ieve

res

ults

in

imm

edia

te w

ork

cont

ext

e.g.

com

plie

s w

ith r

eque

sts,

of

fers

ass

ista

nce

with

fa

mili

ar ta

sks

Is le

arni

ng to

con

trib

ute

to

spec

ific

activ

ities

req

uiri

ng

join

t res

pons

ibili

ty a

nd

acco

unta

bilit

y

Con

trib

utes

to w

orkg

roup

di

scus

sion

s, r

ecog

nisi

ng

and

follo

win

g ac

cept

ed

conv

entio

ns o

f soc

ial

inte

ract

ion

Is b

egin

ning

to r

ecog

nise

w

ho b

est t

o go

to w

hen

thin

gs a

re n

ot w

orki

ng a

s ex

pect

ed

Coo

pera

tes

with

oth

ers

as p

art o

f fam

iliar

rou

tine

activ

ities

, and

con

trib

utes

to

spec

ific

activ

ities

req

uiri

ng

join

t res

pons

ibili

ty a

nd

acco

unta

bilit

y

Pla

ys a

n ac

tive

role

in

wor

kgro

up d

iscu

ssio

ns,

payi

ng s

ome

atte

ntio

n to

th

e pe

rspe

ctiv

es o

f oth

ers

Take

s re

spon

sibi

lity

for

mee

ting

com

mitm

ents

to

othe

rs e

.g. K

eeps

oth

ers

info

rmed

of p

rogr

ess,

mee

ts

agre

ed d

eadl

ines

, dis

cuss

es

prob

lem

s an

d se

eks

help

w

hen

requ

ired

Is le

arni

ng to

look

for

the

stre

ngth

s in

oth

ers

Rec

ogni

ses

and

avoi

ds

som

e of

the

beha

viou

rs

that

und

erm

ine

effe

ctiv

e in

terp

erso

nal a

nd g

roup

in

tera

ctio

n e.

g. m

alic

ious

go

ssip

Dem

onst

rate

s an

in

crea

sing

aw

aren

ess

of th

e in

terp

lay

of fa

ctor

s in

volv

ed

in a

ny g

roup

inte

ract

ion

e.g.

wor

k an

d pe

rson

al

goal

s, c

ultu

re, a

ge, g

ende

r,

expe

ctat

ions

, em

otio

nal

need

s an

d be

havi

ours

Seek

s to

enh

ance

ow

n pe

rfor

man

ce in

wor

k gr

oups

and

team

s,

reco

gnis

ing

that

this

re

quir

es fo

cuse

d ef

fort

and

sp

ecifi

c sk

ills

Col

labo

rate

s w

ith o

ther

s to

ach

ieve

join

t out

com

es,

play

ing

an a

ctiv

e ro

le in

fa

cilit

atin

g ef

fect

ive

grou

p in

tera

ctio

n, in

fluen

cing

di

rect

ion

and

taki

ng a

le

ader

ship

rol

e on

occ

asio

n

Look

s fo

r th

e st

reng

ths

in o

ther

s an

d fin

ds w

ays

to w

ork

with

, and

bui

ld

on th

ese,

sha

ring

ow

n kn

owle

dge

and

expe

rien

ce

free

ly

Inve

sts

cons

ider

able

tim

e an

d en

ergy

in b

uild

ing

and

mai

ntai

ning

effe

ctiv

e w

orki

ng r

elat

ions

hips

w

ithin

and

bey

ond

imm

edia

te w

ork

cont

ext,

reco

gnis

ing

and

intu

itive

ly

resp

ondi

ng to

the

subt

le

and

com

plex

mix

of f

acto

rs

at p

lay

in e

very

inte

ract

ion

Fost

ers

a co

llabo

rativ

e cu

ltur

e w

ithin

ow

n sp

here

of

influ

ence

, fac

ilita

ting

a se

nse

of c

omm

itmen

t and

co

hesi

on, a

nd h

ighl

ight

ing

and

usin

g th

e st

reng

ths

of

thos

e in

volv

ed

Pla

ys a

lead

rol

e in

si

tuat

ions

req

uiri

ng

effe

ctiv

e co

llabo

rativ

e,

dem

onst

ratin

g hi

gh

leve

l infl

uenc

ing

skill

s,

focu

sing

and

sha

ping

aw

aren

ess,

and

eng

agin

g an

d m

otiv

atin

g ot

hers

, in

clud

ing

thos

e w

ho a

re

geog

raph

ical

ly d

ispe

rsed



Focu

s A

reas

A N

ovic

e in

co

nnec

ting

and

wor

king

with

oth

ers:

An

Adv

ance

d B

egin

ner

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

A C

apab

le

perf

orm

er in

co

nnec

ting

and

wor

king

with

oth

ers:

A P

rofic

ient

pe

rfor

mer

in

conn

ectin

g an

d w

orki

ng w

ith o

ther

s:

An

Expe

rt in

co

nnec

ting

and

wor

king

with

oth

ers:

Coop

erat

e an

d co

llab

orat

e

cont

inue

d

Shar

es in

form

atio

n an

d re

sour

ces,

offe

rs a

ssis

tanc

e vo

lunt

arily

and

pro

vide

s fe

edba

ck o

n ot

hers

’ wor

k w

hen

requ

este

d

Beg

ins

to r

ecog

nise

that

th

ere

are

diffe

rent

kin

ds

of w

orki

ng r

elat

ions

hips

th

at c

an s

erve

diff

eren

t pu

rpos

es

Beg

ins

to fo

rm c

onne

ctio

ns

with

oth

ers

who

can

co

ntri

bute

to e

ffect

ive

wor

k ou

tcom

es e

.g. C

ultiv

ates

a

smal

l inf

orm

al n

etw

ork

of

peop

le w

ho m

ay b

e ab

le to

pr

ovid

e ad

vice

or

influ

ence

th

e pr

ogre

ss o

f spe

cific

task

s

Avoi

ds b

ehav

iour

s th

at

unde

rmin

e ef

fect

ive

inte

rper

sona

l and

gro

up

inte

ract

ion

and

grou

p co

hesi

on e

.g. p

riva

te

criti

cism

of g

roup

dec

isio

ns,

brea

king

a c

onfid

ence

Is le

arni

ng to

pro

vide

fe

edba

ck to

oth

ers

in fo

rms

they

can

eng

age

with

and

re

spon

d to

e.g

. pro

vidi

ng

spec

ific

info

rmat

ion

rath

er

than

bla

nket

pos

itive

or

nega

tive

stat

emen

ts

Beg

ins

to c

ultiv

ate

rela

tions

hips

with

peo

ple

with

the

know

ledg

e, s

kills

an

d in

fluen

ce to

get

thin

gs

done

or

prov

ide

supp

ort,

build

ing

form

al a

nd

info

rmal

net

wor

ks w

ithin

an

d be

yond

imm

edia

te

wor

k co

ntex

t e.g

. joi

ns a

pr

ofes

sion

al a

ssoc

iatio

n,

unio

n, o

r co

mm

unity

of

prac

tice

Shar

es k

now

ledg

e,

expe

rien

ce in

form

atio

n an

d re

sour

ces

with

oth

ers

as a

n in

tegr

al p

art o

f wor

k re

latio

nshi

ps

Pro

vide

s fe

edba

ck to

ot

hers

in fo

rms

they

can

un

ders

tand

and

use

e.g

. sp

ecifi

c an

d ac

tiona

ble

Activ

ely

build

s fo

rmal

an

d in

form

al n

etw

orks

to

incl

ude

key

peop

le/

com

mun

ities

with

exp

ert

skill

s, k

now

ledg

e,

conn

ectio

ns a

nd d

ecis

ion

mak

ing

pow

er



2C. RECOGNISE AND UTILISE DIVERSE PERSPECTIVES

Definition: This Skill Area is about the capacity to recognise and respond to differing values, beliefs and behaviours, to draw on diverse perspectives for work purposes and to manage conflict when it arises.

Key terms and concepts: Perspectives – points of view, particular attitudes towards, or ways of regarding something.

Difference – the state or condition of being dissimilar.

Diversity – exhibiting variety or difference. In work contexts, the term ‘diversity’ is used to collectively describe differences based on gender, ethnic, sexual orientation, religious or cultural background, age, physical ability, beliefs and personal preferences.


Focu

s A

reas

A N

ovic

e in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

An

Adv

ance

d B

egin

ner

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

A C

apab

le

perf

orm

er in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

A P

rofic

ient

pe

rfor

mer

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

An

Expe

rt in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

Rec

ogni

se

diff

eren

t pe

rspe

ctiv

es

Dem

onst

rate

s so

me

awar

enes

s th

at th

e va

lues

, bel

iefs

and

be

havi

ours

of o

ther

pe

ople

may

diff

er fr

om

own

Rec

ogni

ses

som

e co

mm

on c

ultu

ral b

arri

ers

to in

tera

ctio

n in

the

imm

edia

te w

ork

cont

ext

With

sup

port

, att

empt

s to

follo

w s

ome

lega

l re

quir

emen

ts a

nd/o

r or

gani

satio

nal p

roto

cols

re

late

d to

div

ersi

ty

Beg

ins

to r

ecog

nise

how

so

me

pers

onal

val

ues

and

belie

fs a

lign

with

, or

diff

er fr

om th

ose

of

othe

rs in

the

imm

edia

te

wor

k co

ntex

t, an

d m

ay c

onsi

der

how

this

im

pact

s on

inte

ract

ions

an

d w

ork

perf

orm

ance

Rec

ogni

ses

som

e co

mm

on c

ultu

ral b

arri

ers

to in

tera

ctio

n in

the

imm

edia

te w

ork

cont

ext,

Gen

eral

ly a

dher

es to

le

gal r

equi

rem

ents

and

pr

otoc

ols

rela

ted

to

dive

rsity

and

diff

eren

ce,

and

with

gui

danc

e, m

ay

cons

ider

the

conc

epts

be

hind

them

Iden

tifies

and

art

icul

ates

so

me

pers

onal

val

ues,

be

liefs

and

beh

avio

urs

and

expl

ores

the

impl

icat

ions

of d

iffer

ent

pers

pect

ives

in w

ork

cont

exts

Dem

onst

rate

s so

me

unde

rsta

ndin

g of

the

impa

ct o

f cul

tura

l ba

ckgr

ound

and

per

sona

l ex

peri

ence

on

own

beha

viou

r an

d th

at o

f ot

hers

, and

is b

egin

ning

to

rec

ogni

se th

e be

nefit

s of

dra

win

g on

diff

eren

t pe

rspe

ctiv

es

Obs

erve

lega

l and

or

gani

satio

nal

requ

irem

ents

and

pr

otoc

ols

for

resp

ondi

ng

to d

iver

sity

Activ

ely

artic

ulat

es

pers

onal

val

ues

and

belie

fs, c

onsi

deri

ng h

ow

thes

e w

ere

form

ed a

nd

how

they

influ

ence

wor

k re

late

d in

tera

ctio

ns a

nd

rela

tions

hips

Rec

ogni

ses

the

valu

e th

at

diffe

rent

per

spec

tives

ca

n br

ing

to th

e w

ork

situ

atio

n, a

nd s

eeks

to

bett

er u

nder

stan

d fo

rms

of d

iver

sity

rel

evan

t to

the

wor

k co

ntex

t (e.

g. e

thni

c,

relig

ious

, gen

der,

age

, so

cio-

econ

omic

) and

thei

r po

tent

ial i

mpa

cts

Pro

mot

es b

ette

r un

ders

tand

ing

of d

iffer

ent

valu

es a

nd b

elie

fs, a

nd

may

que

stio

n pr

actic

es

that

stifl

e di

ffere

nt

pers

pect

ives

or

inhi

bit t

he

expr

essi

on o

f diff

eren

t va

lues

and

pra

ctic

es

Seek

s to

und

erst

and

the

uniq

ue

com

bina

tion

of v

alue

s,

belie

fs, k

now

ledg

e,

unde

rsta

ndin

gs a

nd

pers

pect

ives

that

oth

ers

brin

g to

the

wor

k co

ntex

t

Cha

lleng

es th

e st

atus

qu

o if

requ

ired

to e

nsur

e th

at d

iver

sity

is r

espe

cted

an

d th

at d

iffer

ent

pers

pect

ives

are

util

ised

PERFORMANCE FEATURES TABLE 2C – RECOGNISE AND UTILISE DIVERSE PERSPECTIVES


Focu

s A

reas

A N

ovic

e in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

An

Adv

ance

d B

egin

ner

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

A C

apab

le

perf

orm

er in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

A P

rofic

ient

pe

rfor

mer

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

An

Expe

rt in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

Res

pond

to

and

utili

se

dive

rse

pers

pect

ives

With

sup

port

, is

begi

nnin

g to

man

age

own

reac

tions

to d

iffer

ent

valu

es, b

elie

fs, i

deas

and

op

inio

ns

Use

s a

limite

d ra

nge

of

stra

tegi

es fo

r m

anag

ing

own

reac

tions

to d

iffer

ent

valu

es, b

elie

fs, i

deas

and

op

inio

ns

May

mak

e so

me

adju

stm

ents

to p

erso

nal

com

mun

icat

ion

styl

e in

re

cogn

ition

of t

he v

alue

s,

belie

fs a

nd c

ultu

ral

expe

ctat

ions

of o

ther

s

Is b

egin

ning

to li

sten

and

as

k qu

estio

ns in

ord

er

to b

ette

r un

ders

tand

th

e be

liefs

, ide

as a

nd

opin

ions

of o

ther

s,

part

icul

arly

whe

n di

ffere

nces

of p

ersp

ectiv

e im

pact

on

wor

k ro

le

Mak

es s

ome

adju

stm

ents

to p

erso

nal

com

mun

icat

ion

styl

e in

re

cogn

ition

of t

he v

alue

s,

belie

fs a

nd c

ultu

ral

expe

ctat

ions

of o

ther

s

May

see

k, a

nd ta

ke in

to

acco

unt,

som

e di

ffere

nt

pers

pect

ives

whe

n de

cidi

ng o

n a

cour

se o

f ac

tion

Activ

ely

seek

s to

iden

tify

the

pers

pect

ives

of o

ther

s as

par

t of w

ork

role

e.g

. as

ks c

lari

fyin

g qu

estio

ns,

trie

s to

see

the

wor

ld

thro

ugh

anot

her’s

eye

s

Adap

ts p

erso

nal

com

mun

icat

ion

styl

e to

sho

w r

espe

ct fo

r th

e va

lues

, bel

iefs

and

cu

ltur

al e

xpec

tatio

ns o

f ot

hers

Rou

tinel

y se

eks

broa

d in

put i

nto

prob

lem

sol

ving

an

d de

cisi

on m

akin

g,

and

is d

evel

opin

g sp

ecifi

c st

rate

gies

to e

ncou

rage

sh

arin

g of

idea

s an

d di

ffere

nt p

ersp

ectiv

es

Artic

ulat

es a

nd e

xplo

res

own

and

othe

rs’ v

alue

s,

belie

fs a

nd a

ssum

ptio

ns

as a

n in

tegr

al p

art o

f id

entif

ying

dri

vers

and

ba

rrie

rs to

cha

nge,

de

velo

ping

new

idea

s,

addr

essi

ng p

robl

ems

and

mak

ing

deci

sion

s

Intu

itive

ly a

dapt

s pe

rson

al c

omm

unic

atio

n st

yle

whe

re a

ppro

pria

te

to r

espe

ct th

e va

lues

, be

liefs

and

cul

tura

l ex

pect

atio

ns o

f oth

ers

Faci

litat

es a

clim

ate

in w

hich

oth

ers

feel

co

mfo

rtab

le to

iden

tify,

ex

plor

e an

d bu

ild o

n a

vari

ety

of p

ersp

ectiv

es in

or

der

to a

chie

ve s

hare

d ou

tcom

es

PERFORMANCE FEATURES TABLE 2C – RECOGNISE AND UTILISE DIVERSE PERSPECTIVES (Continued)


Focu

s A

reas

A N

ovic

e in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

An

Adv

ance

d B

egin

ner

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

A C

apab

le

perf

orm

er in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

A P

rofic

ient

pe

rfor

mer

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

An

Expe

rt in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

Man

age

confl

ict

Cont

inue

d ov

er p

age

With

gui

danc

e, m

ay

iden

tify

som

e of

the

impa

cts

of o

wn

emot

ions

an

d be

havi

ours

on

othe

rs

in a

wor

k se

ttin

g th

at

lead

to c

onfli

ct

Dra

ws

on a

lim

ited

set

of s

trat

egie

s fo

r de

alin

g w

ith c

onfli

ct w

hen

it ar

ises

e.g

. ign

ore,

ret

reat

, re

spon

d ag

gres

sive

ly

With

enc

oura

gem

ent,

may

se

ek s

uppo

rt fr

om p

eers

or

ass

ista

nce

from

su

perv

isor

whe

n de

alin

g w

ith c

onfli

ct

With

ass

ista

nce,

beg

ins

to r

ecog

nise

som

e w

ays

in w

hich

ow

n be

havi

our

may

con

trib

ute

to c

onfli

ct

in th

e im

med

iate

wor

k co

ntex

t

Atte

mpt

s to

man

age

own

resp

onse

s to

par

ticul

ar

situ

atio

ns a

nd p

eopl

e,

and

mak

es s

ome

atte

mpt

to

res

olve

issu

es th

at

aris

e

Seek

s su

ppor

t fro

m

supe

rvis

or o

r pe

ers

if ow

n ef

fort

s fa

il

Ackn

owle

dges

whe

n ow

n re

actio

ns to

diff

eren

t pe

rspe

ctiv

es m

ay

unde

rmin

e w

orki

ng

rela

tions

hips

and

co

ntri

bute

to c

onfli

ct

Rec

ogni

ses

som

e tr

igge

rs fo

r sp

ecifi

c em

otio

ns a

nd w

ays

in

whi

ch th

ese

emot

ions

are

re

flect

ed in

beh

avio

ur,

and

uses

a s

mal

l set

of

stra

tegi

es to

mod

erat

e as

pect

s th

at m

ay in

itiat

e or

esc

alat

e co

nflic

t

Whe

n op

inio

ns d

iffer

, at

tem

pts

to r

each

ag

reem

ent w

ith s

ome

cons

ider

atio

n of

the

pers

pect

ives

of o

ther

s

Whe

n un

able

to r

esol

ve

a m

ajor

con

flict

, see

ks

advi

ce a

nd a

ssis

tanc

e in

acc

orda

nce

with

w

orkp

lace

pro

toco

ls

Refl

ects

on

pers

onal

re

actio

ns to

per

spec

tives

an

d be

havi

ours

that

m

ay u

nder

min

e w

ork

rela

tions

hips

and

co

ntri

bute

to c

onfli

ct

Iden

tifies

key

trig

gers

for

spec

ific

emot

ions

and

be

havi

ours

, and

use

s a

rang

e of

str

ateg

ies

to

mod

erat

e re

spon

ses

that

m

ay in

itiat

e or

esc

alat

e co

nflic

t

Is d

evel

opin

g st

rate

gies

fo

r ra

isin

g an

d di

scus

sing

po

tent

ially

con

tent

ious

is

sues

with

oth

ers,

and

is

lear

ning

to r

esis

t bla

min

g or

bec

omin

g de

fens

ive

whe

n ot

hers

exp

lain

thei

r pe

rspe

ctiv

e an

d fe

elin

gs

List

ens

clos

ely

and

asks

qu

estio

ns in

ord

er to

cl

arify

con

cern

s an

d ne

eds

and

iden

tify

the

root

pro

blem

Intu

itive

ly r

ecog

nise

s po

tent

ial f

or c

onfli

ct a

nd

take

s st

eps

to s

top

an

issu

e fr

om e

scal

atin

g e.

g. r

aise

s po

tent

ially

co

nten

tious

and

div

isiv

e to

pics

in a

way

that

mak

es

them

dis

cuss

able

Seek

s to

est

ablis

h a

clim

ate

in w

hich

it

is p

ossi

ble

to c

lari

fy

and

shar

e th

e re

al

need

s an

d is

sues

e.g

. Se

eks

to e

stab

lish

a sh

ared

und

erst

andi

ng

of th

e si

tuat

ion

base

d on

val

id in

form

atio

n,

artic

ulat

es a

ssum

ptio

ns,

ackn

owle

dges

ow

n fe

elin

gs a

nd r

espe

cts

thos

e of

oth

ers,

rem

ains

op

en a

nd h

ones

t with

out

beco

min

g de

fens

ive



Focu

s A

reas

A N

ovic

e in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

An

Adv

ance

d B

egin

ner

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

A C

apab

le

perf

orm

er in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

A P

rofic

ient

pe

rfor

mer

in

reco

gnis

ing

and

utili

sing

div

erse

pe

rspe

ctiv

es:

An

Expe

rt in

re

cogn

isin

g an

d ut

ilisi

ng d

iver

se

pers

pect

ives

:

Man

age

confl

ict

Cont

inue

d

Rec

ogni

ses

the

impo

rtan

ce o

f joi

nt

owne

rshi

p of

the

proc

ess

and

outc

omes

and

trie

s to

iden

tify

com

mon

gr

ound

, sha

red

goal

s,

and

agre

emen

t on

the

best

cou

rse

of a

ctio

n

Seek

s sp

ecia

list a

dvic

e w

hen

requ

ired

Refl

ects

on

confl

ict

reso

lutio

n pr

oces

s an

d ou

tcom

es in

ord

er

to im

prov

e sk

ills

and

unde

rsta

ndin

g

Con

fron

ts p

robl

ems

quic

kly

and

dire

ctly

, en

gagi

ng w

ith o

ther

par

ty

to r

each

agr

eem

ent o

n a

cour

se o

f act

ion

that

sa

tisfie

s re

leva

nt n

eeds

an

d in

tere

sts

Sees

con

flict

res

olut

ion

as a

join

t ent

erpr

ise,

an

d us

es a

ran

ge o

f st

rate

gies

to fa

cilit

ate

an

inte

rdep

ende

nt a

ppro

ach

with

sha

red

resp

onsi

bilit

y fo

r th

e so

lutio

n, p

lan

of

actio

n an

d co

nseq

uenc

es



3A. PLAN AND ORGANISE

Definition: This Skill Area is about identifying and completing the steps needed to undertake tasks and manage workloads. This involves the capacity to organise self and information, plan and implement tasks, and plan and organise workloads.

Key terms and concepts: Workload – the amount of work assigned to or expected from someone in a specified time period. Individuals will have different degrees of input into, and control over, decisions regarding what needs to be achieved, by when, with whom, and by what means.

Work-life balance – in its broadest sense, refers to the balance between various aspects of an individual’s life, including work, family, friends and leisure activities. It differs from one person to the next, depending on personal values, goals, priorities and needs at any point in time, and is subject to change in response to changes in circumstances.


Focu

s A

reas

A N

ovic

e in

pla

nnin

g an

d or

gani

sing

:

An

Adv

ance

d B

egin

ner

in

plan

ning

and

or

gani

sing

:

A C

apab

le

perf

orm

er in

pl

anni

ng a

nd

orga

nisi

ng:

A P

rofic

ient

pe

rfor

mer

in

plan

ning

and

or

gani

sing

:

An

Expe

rt in

pl

anni

ng a

nd

orga

nisi

ng:

Pla

n an

d or

gani

se

wor

kloa

d an

d co

mm

itmen

ts

Cont

inue

d ov

er

page

Follo

ws

clea

r si

mpl

e in

stru

ctio

ns p

rovi

ded

by

othe

rs r

egar

ding

wha

t to

do,

with

who

m a

nd b

y w

hen

With

ass

ista

nce,

use

s on

e or

two

stra

tegi

es to

ke

ep tr

ack

of w

ork

and

pers

onal

com

mitm

ents

e.

g. a

dia

ry o

r no

tebo

ok

With

enc

oura

gem

ent,

may

ale

rt o

ther

s if

unab

le

to m

eet c

omm

itmen

ts a

s ag

reed

Pla

ns r

outin

e ta

sks

with

fam

iliar

goa

ls a

nd

outc

omes

, tak

ing

som

e lim

ited

resp

onsi

bilit

y fo

r de

cisi

ons

rega

rdin

g se

quen

cing

and

tim

ing

May

coo

rdin

ate

som

e as

pect

s of

wor

k w

ith

othe

rs in

imm

edia

te w

ork

cont

ext

Use

s a

smal

l set

of

per

sona

l and

or

gani

satio

n ba

sed

syst

ems

for

orga

nisi

ng

time

and

com

mitm

ents

e.

g. to

do

lists

, ele

ctro

nic

sche

dule

r

Whe

n un

able

to m

eet

com

mitm

ents

as

agre

ed,

or w

hen

circ

umst

ance

s ch

ange

, is

begi

nnin

g se

ek

guid

ance

on

sett

ing

new

pr

iori

ties

and

timef

ram

es

Take

s re

spon

sibi

lity

for

plan

ning

and

org

anis

ing

own

wor

kloa

d, id

entif

ying

w

ays

of s

eque

ncin

g an

d co

mbi

ning

ele

men

ts fo

r gr

eate

r ef

ficie

ncy,

and

co

nsid

erin

g ho

w to

link

w

ith th

e w

ork

of o

ther

s

Org

anis

es a

nd p

rior

itise

s w

ork

and

pers

onal

co

mm

itmen

ts, w

ith

som

e se

nse

of w

hat i

s ac

hiev

able

in a

tim

efra

me

Rea

cts

to u

npla

nned

ev

ents

by

addi

ng th

em

to th

e lis

t, an

d w

orki

ng

long

er a

nd h

arde

r to

m

eet c

omm

itmen

ts

May

ale

rt o

ther

s an

d se

ek

to a

djus

t act

iviti

es o

r de

adlin

es if

exp

ecta

tions

cr

eate

unn

eces

sary

st

ress

Is b

egin

ning

to e

stab

lish

boun

dari

es w

hen

nego

tiatin

g ta

sks

and

wor

kloa

ds w

ith o

ther

s

Take

s re

spon

sibi

lity

for

own

wor

kloa

d,

nego

tiatin

g so

me

key

aspe

cts

with

oth

ers

e.g.

go

als,

how

to w

ork,

whe

re

to w

ork,

with

who

m a

nd b

y w

hen

Mon

itors

impa

ct o

f w

orkl

oad

on w

ork

outc

omes

, and

is le

arni

ng

to r

ecog

nise

and

add

ress

w

orkl

oad

issu

es th

at

may

com

prom

ise

heal

th,

safe

ty, a

nd p

erso

nal

wor

k-lif

e ba

lanc

e

Ackn

owle

dges

the

pote

ntia

lly c

ompe

ting

dem

ands

of i

ndiv

idua

l an

d co

llect

ive

resp

onsi

bilit

y fo

r ou

tcom

es, a

nd fi

nds

way

s to

mai

ntai

n a

bala

nce

betw

een

own

and

othe

rs’

need

s an

d th

ose

of th

e w

ork

cont

ext e

.g. s

ays

‘no’

w

hen

requ

ired

Take

s re

spon

sibi

lity

for

defin

ing

key

aspe

cts

of

own

wor

kloa

d, b

alan

cing

ow

n ne

eds

and

prio

ritie

s w

ith th

ose

of th

e w

ork

grou

p

Org

anis

es ti

me

and

effo

rt

arou

nd p

rior

ities

and

re

sult

s, fo

cusi

ng b

eyon

d im

med

iate

task

s to

co

nsid

er a

spec

ts s

uch

as

build

ing

and

mai

ntai

ning

w

orki

ng r

elat

ions

hip

Mon

itors

wor

kloa

d in

te

rms

of p

erso

nal a

nd

stak

ehol

der

goal

s an

d ou

tcom

es, a

djus

ting

or

rene

gotia

ting

prio

ritie

s an

d pl

ans

as r

equi

red

Pay

s cl

ose

atte

ntio

n to

w

ork-

life

dem

ands

and

pr

iori

ties,

rec

ogni

sing

w

arni

ng s

igns

and

m

akin

g ch

ange

s to

en

sure

com

mitm

ents

do

not

bec

ome

unm

anag

eabl

e

PERFORMANCE FEATURES TABLE 3A – PLAN AND ORGANISE


Focu

s A

reas

A N

ovic

e in

pla

nnin

g an

d or

gani

sing

:

An

Adv

ance

d B

egin

ner

in

plan

ning

and

or

gani

sing

:

A C

apab

le

perf

orm

er in

pl

anni

ng a

nd

orga

nisi

ng:

A P

rofic

ient

pe

rfor

mer

in

plan

ning

and

or

gani

sing

:

An

Expe

rt in

pl

anni

ng a

nd

orga

nisi

ng:

Pla

n an

d or

gani

se

wor

kloa

d an

d co

mm

itmen

ts

Cont

inue

d

Rec

ogni

ses

pers

onal

st

reng

ths

and

limita

tions

in

reg

ard

to p

rior

itisi

ng

use

of ti

me

and

ener

gy,

and

is d

evel

opin

g so

me

stra

tegi

es to

impr

ove

effe

ctiv

enes

s an

d re

duce

un

nece

ssar

y st

ress

Rea

sses

ses

prio

ritie

s w

hen

circ

umst

ance

s ch

ange

, and

is le

arni

ng to

re

sist

kne

e je

rk r

eact

ions

to

unp

lann

ed e

vent

s

Res

pond

s fle

xibl

y to

ch

angi

ng c

ircu

mst

ance

s,

mai

ntai

ning

a fo

cus

on

goal

s, a

void

ing

knee

jerk

re

actio

ns to

unp

lann

ed

even

ts a

nd m

anag

ing

the

assu

mpt

ions

and

ex

pect

atio

ns o

f oth

ers

Pla

n an

d im

plem

ent

task

s

Cont

inue

d ov

er

page

Follo

ws

pre-

dete

rmin

ed,

sequ

ence

d pl

ans

for

task

s w

ith m

ore

than

one

st

ep

Beg

ins

to id

entif

y an

d as

sem

bles

the

reso

urce

s re

quir

ed

May

see

k gu

idan

ce w

hen

plan

s ar

e in

terr

upte

d or

res

ourc

es a

re n

ot

avai

labl

e

With

ass

ista

nce,

de

term

ines

pri

oriti

es

and

sequ

ence

s th

e st

eps

invo

lved

in c

lear

ly

defin

ed, f

amili

ar ta

sks

and

iden

tifies

and

as

sem

bles

the

reso

urce

s re

quir

ed

Seek

s as

sist

ance

to

rese

t pri

oriti

es fo

llow

ing

disr

uptio

ns, o

r w

hen

reso

urce

s ar

e no

t av

aila

ble

With

enc

oura

gem

ent,

may

see

k ad

vice

whe

n re

sult

s ar

e no

t as

antic

ipat

ed

Pla

ns a

ran

ge o

f rou

tine,

an

d so

me

non-

rout

ine,

ta

sks,

acc

eptin

g st

ated

go

als

and

aim

ing

to

achi

eve

them

effi

cien

tly

Appl

ies

form

al p

roce

sses

w

hen

plan

ning

mor

e co

mpl

ex/u

nfam

iliar

ta

sks,

pro

duci

ng p

lans

w

ith lo

gica

lly s

eque

nced

st

eps,

refl

ectin

g so

me

awar

enes

s of

tim

e an

d re

sour

ce c

onst

rain

ts a

nd

the

need

s of

oth

ers

in th

e im

med

iate

vic

inity

Impl

emen

ts a

ctio

ns a

s pe

r pl

an, m

akin

g sl

ight

ad

just

men

ts if

nec

essa

ry,

and

addr

essi

ng s

ome

unex

pect

ed is

sues

Dev

elop

s pl

ans

to

man

age

rela

tivel

y co

mpl

ex, n

on-r

outin

e ta

sks

with

an

awar

enes

s of

how

they

may

co

ntri

bute

to lo

nger

term

op

erat

iona

l and

str

ateg

ic

goal

s

Beg

ins

to r

ecog

nise

th

e im

port

ance

of

othe

r st

akeh

olde

rs

thro

ugho

ut th

e pr

oces

s an

d is

lear

ning

to c

lari

fy

goal

s an

d pr

opos

ed

met

hodo

logy

with

oth

ers,

m

aint

ain

com

mun

icat

ion

and

man

age

expe

ctat

ions

an

d un

ders

tand

ing

Mon

itors

act

ions

aga

inst

st

ated

goa

ls, a

djus

ting

plan

s an

d re

sour

ces

to

cope

with

con

tinge

ncie

s

Dev

elop

s fle

xibl

e pl

ans

for

com

plex

, hig

h im

pact

ac

tiviti

es w

ith s

trat

egic

im

plic

atio

ns th

at in

volv

e a

dive

rse

rang

e of

st

akeh

olde

rs w

ith p

oten

tially

co

mpe

ting

dem

ands

Rec

ogni

ses

the

criti

cal

impo

rtan

ce o

f cla

rify

ing,

fo

cusi

ng a

nd a

ligni

ng g

oals

an

d ex

pect

atio

ns, a

nd m

ay

use

the

proc

ess

to b

uild

ow

ners

hip

of, a

nd b

road

co

mm

itmen

t to

achi

evin

g ou

tcom

es

Use

s a

mix

of i

ntui

tive

and

form

al p

roce

sses

to

iden

tify

key

info

rmat

ion

and

issu

es, e

valu

ate

alte

rnat

ive

stra

tegi

es,

antic

ipat

e co

nseq

uenc

es

and

cons

ider

im

plem

enta

tion

issu

es a

nd

cont

inge

ncie

s

PERFORMANCE FEATURES TABLE 3A – PLAN AND ORGANISE (Continued)


Focu

s A

reas

A N

ovic

e in

pla

nnin

g an

d or

gani

sing

:

An

Adv

ance

d B

egin

ner

in

plan

ning

and

or

gani

sing

:

A C

apab

le

perf

orm

er in

pl

anni

ng a

nd

orga

nisi

ng:

A P

rofic

ient

pe

rfor

mer

in

plan

ning

and

or

gani

sing

:

An

Expe

rt in

pl

anni

ng a

nd

orga

nisi

ng:

Pla

n an

d im

plem

ent

task

s

Cont

inue

d

Seek

s as

sist

ance

from

m

ore

expe

rien

ced

colle

ague

s as

req

uire

d

May

use

ICT

base

d sy

stem

s an

d pr

ogra

ms

to a

ssis

t with

pla

nnin

g,

impl

emen

ting

and

trac

king

pro

gres

s

Asse

sses

effe

ctiv

enes

s in

te

rms

of h

ow w

ell s

tate

d go

als

wer

e ac

hiev

ed a

nd

how

clo

sely

the

proc

ess

follo

wed

the

orig

inal

pla

n an

d tim

efra

mes

Use

s a

com

bina

tion

of

form

al, l

ogic

al p

lann

ing

proc

esse

s an

d an

in

crea

sing

ly in

tuiti

ve

unde

rsta

ndin

g of

con

text

to

iden

tify

rele

vant

in

form

atio

n an

d ri

sks,

id

entif

y an

d ev

alua

te

alte

rnat

ive

stra

tegi

es a

nd

reso

urce

s

Sequ

ence

s an

d sc

hedu

les

com

plex

act

iviti

es,

mon

itors

impl

emen

tatio

n an

d m

anag

es r

elev

ant

com

mun

icat

ion

e.g.

form

al p

roje

ct

man

agem

ent p

roce

sses

an

d as

soci

ated

tech

nolo

gy

Refl

ects

on

outc

omes

and

fe

edba

ck fr

om o

ther

s in

or

der

to id

entif

y ge

nera

l pr

inci

ples

and

con

cept

s th

at m

ay b

e ap

plic

able

in

new

situ

atio

ns

Rec

ogni

ses

the

need

fo

r fle

xibi

lity

and

is

lear

ning

how

to a

djus

t or

eve

n ab

ando

n pl

ans

as c

ircu

mst

ance

s an

d pr

iori

ties

chan

ge

May

ope

rate

from

a

broa

d co

ncep

tual

pl

an, d

evel

opin

g th

e op

erat

iona

l det

ail

in s

tage

s, r

egul

arly

re

view

ing

prio

ritie

s an

d pe

rfor

man

ce

duri

ng im

plem

enta

tion,

id

entif

ying

and

ad

dres

sing

issu

es a

nd

real

loca

ting

reso

urce

s

Skilf

ully

util

ises

exi

stin

g st

ruct

ures

and

sys

tem

s to

coo

rdin

ate

activ

ity, o

r de

sign

s ne

w p

roce

sses

as

req

uire

d

Focu

ses

effo

rt o

n w

hat

is m

ost i

mpo

rtan

t, de

lega

ting

to o

ther

s as

req

uire

d, m

anag

ing

inte

rrup

tions

, rec

ogni

sing

po

tent

ial i

ssue

s an

d ta

king

qui

ck a

ctio

n to

id

entif

y an

d re

solv

e pr

oble

ms

Gat

hers

dat

a an

d se

eks

feed

back

from

oth

ers

to

gain

new

per

spec

tives

an

d id

entif

y w

ays

to

stre

ngth

en p

lann

ing

proc

esse

s in

the

futu

re

PERFORMANCE FEATURES TABLE 3A – PLAN AND ORGANISE (Continued)


3B. MAKE DECISIONS

Definition: This Skill Area is about making a choice from a range of possibilities. It involves the capacity to use different decision-making approaches and to reflect on the outcomes of decisions.

Key terms and concepts: Decisions – are required in many different circumstances, ranging from simple, highly predictable situations with a limited range of options, to highly complex, unpredictable situations with many possible options. Some decisions can and/or must be made quickly, with limited time for exploration while others allow for more extensive consideration. While most approaches to the development of decision making skills focus on formal, systematic processes, in reality, most decisions are made unconsciously or intuitively. Although closely associated with problem solving, decisions are also required when a change of any kind is being considered, even if there is no obvious problem involved.

Take the initiative – the ability to make decisions and take action without waiting to be told what to do.


Focu

s A

reas

A N

ovic

e in

dec

isio

n m

akin

g:

An

Adv

ance

d B

egin

ner

in d

ecis

ion

mak

ing:

A C

apab

le

perf

orm

er in

de

cisi

on m

akin

g:

A P

rofic

ient

pe

rfor

mer

in

deci

sion

mak

ing:

An

Expe

rt in

de

cisi

on m

akin

g:

Esta

blis

h de

cisi

on

mak

ing

scop

e

Take

s re

spon

sibi

lity

for

a lim

ited

rang

e of

low

-im

pact

dec

isio

ns r

elev

ant

to im

med

iate

task

s

Take

s re

spon

sibi

lity

for

rout

ine

low

-im

pact

de

cisi

ons

with

in fa

mili

ar

situ

atio

ns

Take

s re

spon

sibi

lity

for

the

outc

omes

of r

outin

e de

cisi

ons

rela

ted

dire

ctly

to

ow

n ro

le

Is b

egin

ning

to ta

ke th

e in

itiat

ive

for

mak

ing

deci

sion

s in

non

-rou

tine

situ

atio

ns

Activ

ely

cont

ribu

tes

to

grou

p/te

am d

ecis

ion-

mak

ing

whe

n re

quir

ed

Mak

es a

ran

ge o

f cri

tical

an

d no

n-cr

itica

l dec

isio

ns

in r

elat

ivel

y co

mpl

ex

situ

atio

ns, t

akin

g a

rang

e of

con

stra

ints

into

acc

ount

e.

g. ti

me,

ava

ilabi

lity

of

info

rmat

ion,

div

erge

nt

pers

pect

ives

Con

side

rs w

heth

er,

and

how

, oth

ers

shou

ld

be in

volv

ed, o

ften

us

ing

cons

ulta

tive

or

colla

bora

tive

proc

esse

s as

an

inte

gral

par

t of t

he

deci

sion

-mak

ing

proc

ess

Take

s re

spon

sibi

lity

for

high

impa

ct d

ecis

ions

in

com

plex

situ

atio

ns

invo

lvin

g m

any

vari

able

s an

d co

nstr

aint

s

Pay

s cl

ose

atte

ntio

n to

th

e in

volv

emen

t of o

ther

s in

the

deci

sion

mak

ing

proc

ess,

judg

ing

whe

n an

d w

here

to m

ake

a un

ilate

ral d

ecis

ion,

co

nsul

t with

oth

ers

or

colla

bora

te to

rea

ch

cons

ensu

s

Rev

iew

im

pact

With

gui

danc

e, m

ay

refle

ct o

n th

e im

pact

of

a de

cisi

on th

at m

ay n

ot

have

ach

ieve

d th

e de

sire

d ou

tcom

e.

With

gui

danc

e, m

ay r

eflec

t on

out

com

es a

nd id

entif

y th

e fe

atur

es o

f an

effe

ctiv

e or

inef

fect

ive

deci

sion

in a

pa

rtic

ular

situ

atio

n

Eval

uate

s ef

fect

iven

ess

of d

ecis

ions

in te

rms

of

how

wel

l the

y m

eet s

tate

d go

als

Use

s ea

ch e

xper

ienc

e to

refl

ect o

n th

e w

ays

in

whi

ch v

aria

bles

impa

ct

on d

ecis

ion

outc

omes

, an

d to

gai

n in

sigh

ts

into

wha

t con

stitu

tes

‘goo

d’ ju

dgem

ent a

nd

an e

ffect

ive

deci

sion

in

diffe

rent

con

text

s

Mon

itors

out

com

es o

f de

cisi

ons,

con

side

ring

re

sult

s fr

om a

ran

ge

of p

ersp

ectiv

es, a

nd

iden

tifyi

ng k

ey c

once

pts

and

prin

cipl

es th

at m

ay

be a

dapt

able

to fu

ture

si

tuat

ions

PERFORMANCE FEATURES TABLE 3B – MAKE DECISIONS


Focu

s A

reas

A N

ovic

e in

dec

isio

n m

akin

g:

An

Adv

ance

d B

egin

ner

in d

ecis

ion

mak

ing:

A C

apab

le

perf

orm

er in

de

cisi

on m

akin

g:

A P

rofic

ient

pe

rfor

mer

in

deci

sion

mak

ing:

An

Expe

rt in

de

cisi

on m

akin

g:

App

ly

deci

sion

-m

akin

g pr

oces

ses

Follo

ws

clea

r, s

tep

by

step

ver

bal i

nstr

uctio

ns

or w

ritt

en p

roce

dure

s fo

r ro

utin

e de

cisi

ons

dire

ctly

rel

evan

t to

own

role

, sel

ectin

g fr

om a

lim

ited

num

ber

of p

re-

dete

rmin

ed o

ptio

ns

May

nee

d en

cour

agem

ent

to s

eek

assi

stan

ce w

hen

face

d w

ith d

ecis

ions

in

volv

ing

issu

es n

ot c

lear

ly

cove

red

by g

uide

lines

Sele

cts

from

a r

ange

of

pre-

dete

rmin

ed o

ptio

ns

in r

outin

e si

tuat

ions

, id

entif

ying

and

taki

ng

som

e si

tuat

iona

l fac

tors

in

to a

ccou

nt

Usu

ally

see

ks in

put a

nd

advi

ce w

hen

deci

sion

s in

volv

e un

fam

iliar

issu

es

or a

re n

ot c

lear

ly c

over

ed

by g

uide

lines

Auto

mat

ical

ly im

plem

ents

st

anda

rd p

roce

dure

s fo

r ro

utin

e de

cisi

ons

In m

ore

com

plex

, non

ro

utin

e si

tuat

ions

, use

s a

form

al d

ecis

ion-

mak

ing

proc

ess

with

sup

port

, se

ttin

g or

cla

rify

ing

goal

s,

gath

erin

g in

form

atio

n, a

nd

iden

tifyi

ng a

nd e

valu

atin

g se

vera

l cho

ices

aga

inst

a

limite

d se

t of c

rite

ria

Mak

es d

ecis

ions

qui

ckly

an

d in

tuiti

vely

in fa

mili

ar

situ

atio

ns r

equi

ring

im

med

iate

att

entio

n,

draw

ing

on p

ast e

xper

ienc

e to

iden

tify

key

vari

able

s,

cons

ider

pos

sibl

e im

plic

atio

ns o

f diff

eren

t co

urse

s of

act

ion

and

dete

rmin

e th

e be

st c

ours

e of

act

ion

Use

s sy

stem

atic

, ana

lytic

al

proc

esse

s in

com

plex

, non

-ro

utin

e si

tuat

ions

, set

ting

goal

s, g

athe

ring

rel

evan

t in

form

atio

n, a

nd id

entif

ying

an

d ev

alua

ting

optio

ns

agai

nst a

gree

d cr

iteri

a

Con

side

rs a

lignm

ent w

ith

valu

es a

nd p

rinc

iple

s in

de

cisi

on-m

akin

g pr

oces

ses

and

is le

arni

ng to

rec

ogni

se

and

man

age

ethi

cal i

ssue

s

Seek

s ad

vice

, fee

dbac

k an

d su

ppor

t as

requ

ired

Appr

oach

es d

ecis

ion

mak

ing

in d

iver

se w

ays,

reco

gnis

ing

that

ther

e is

no

form

ula

and

that

‘it a

ll de

pend

s’

Iden

tifies

a r

ange

of

fact

ors

that

impa

ct o

n a

deci

sion

, inc

ludi

ng o

wn

valu

es a

nd p

rinc

iple

s,

the

need

s, p

ower

, val

ues,

be

liefs

and

ass

umpt

ions

of

stak

ehol

ders

Mak

es r

apid

dec

isio

ns

whe

n re

quir

ed, d

raw

ing

on

in-d

epth

und

erst

andi

ng o

f a

situ

atio

n an

d ex

peri

ence

of

dec

isio

n m

akin

g in

this

, an

d in

oth

er c

onte

xts

Rec

ogni

ses

whe

n it

is

impo

rtan

t, an

d po

ssib

le,

to s

low

dow

n th

e de

cisi

on-

mak

ing

proc

ess,

and

ta

kes

time

to e

xplo

re a

nd

prio

ritis

e co

ntex

t-de

pend

ent

vari

able

s, g

athe

r ow

n in

form

atio

n an

d se

ek th

e in

put o

f oth

ers

and

cons

ider

et

hica

l im

plic

atio

ns

May

use

form

al d

ecis

ion

mak

ing

proc

esse

s as

sc

affo

ldin

g fo

r th

inki

ng,

mov

ing

itera

tivel

y be

twee

n ph

ases

and

see

king

inpu

t, ad

vice

, fee

dbac

k an

d sp

ecia

list e

xper

tise

as

requ

ired

PERFORMANCE FEATURES TABLE 3B – MAKE DECISIONS (Continued)


3C. IDENTIFY AND SOLVE PROBLEMS

Definition: This Skill Area is about identifying and addressing routine and non-routine problems in order to achieve work objectives. This involves the capacity to anticipate or identify problems, take steps to solve problems and reflect on the outcomes.

Key term and concepts: Problem – any question or matter involving doubt, uncertainty, or difficulty. Something may be perceived as a problem by one person but not by another, or may be an issue in one context but not in another. Work related problems may involve few or many variables, be obvious or hidden, predictable or unpredictable, expected or unexpected. A problem may have one right answer, but often there will be many possible solutions, from which a choice must be made.

Problem solving – involves identifying and implementing a selected solution and seeing if it works. An individual’s problem solving performance at any time will be strongly influenced by their understanding of the context in which they are operating.

Trial and error – experimenting until a solution is found or a satisfactory result is achieved.

Intuitive – is instinctive behaviour based on what one feels to be true, or ‘right’, even without conscious reasoning. When used in regard to problem solving, the term refers to an expert’s capacity to draw quickly on vast amounts of past experience in order to sum up a situation, identify the root cause of a problem and devise a solution that is generally considered by others to be effective. The ability to act intuitively and effectively is a characteristic of experts. It is developing in those at the proficient stage, and is a key indicator that someone has moved from the ‘capable’ to the ‘proficient’ stage. A novice or advanced beginner may act on gut feeling without conscious reasoning but is highly unlikely to act effectively, especially in a complex situation.


Focu

s A

rea

A N

ovic

e in

id

entif

ying

and

so

lvin

g pr

oble

ms:

An

Adv

ance

d B

egin

ner

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

A C

apab

le

perf

orm

er in

id

entif

ying

and

so

lvin

g pr

oble

ms:

A P

rofic

ient

pe

rfor

mer

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

An

Expe

rt in

id

entif

ying

and

so

lvin

g pr

oble

ms:

Iden

tify

prob

lem

s

May

rec

ogni

se a

nd

resp

ond

to h

ighl

y ob

viou

s,

rout

ine

prob

lem

s in

the

imm

edia

te w

ork

cont

ext

e.g.

a d

isru

ptio

n to

a

fam

iliar

pro

cedu

re

May

nee

d en

cour

agem

ent

to s

eek

assi

stan

ce w

hen

prob

lem

s ar

e be

yond

im

med

iate

res

pons

ibili

ties

or e

xper

ienc

e

Rec

ogni

ses

and

resp

onds

to

pre

dict

able

rou

tine

prob

lem

s re

late

d to

rol

e in

the

imm

edia

te w

ork

cont

ext

Seek

s as

sist

ance

whe

n pr

oble

ms

are

beyo

nd

imm

edia

te r

espo

nsib

ilitie

s or

exp

erie

nce

Rec

ogni

ses

and

take

s re

spon

sibi

lity

for

addr

essi

ng p

redi

ctab

le,

and

som

e le

ss p

redi

ctab

le

prob

lem

s in

fam

iliar

wor

k co

ntex

ts

Und

erst

ands

whe

n to

take

re

spon

sibi

lity

and

whe

n to

no

tify

othe

rs

Gen

eral

ly a

ccep

ts th

e ob

viou

s sy

mpt

oms

of a

pr

oble

m a

s ‘th

e pr

oble

m’

and

seek

s to

re-

esta

blis

h th

e st

atus

quo

Rec

ogni

ses

and

antic

ipat

es a

n in

crea

sing

ra

nge

of fa

mili

ar

prob

lem

s, th

eir

sym

ptom

s an

d ca

uses

, act

ivel

y lo

okin

g fo

r ea

rly

war

ning

si

gns

and

impl

emen

ting

cont

inge

ncy

plan

s

Rec

ogni

ses

and

addr

esse

s so

me

unfa

mili

ar p

robl

ems

of in

crea

sing

com

plex

ity

with

in o

wn

scop

e,

reco

gnis

ing

whe

n to

see

k th

e ex

pert

ise

of o

ther

s

Beg

ins

to lo

ok b

ehin

d th

e ob

viou

s sy

mpt

oms

to

rede

fine

the

prob

lem

and

id

entif

y un

derl

ying

cau

ses

Rec

ogni

ses

and

addr

esse

s co

mpl

ex p

robl

ems

invo

lvin

g m

ultip

le

vari

able

s

Use

s nu

ance

d un

ders

tand

ing

of c

onte

xt

to r

ecog

nise

ano

mal

ies

and

subt

le d

evia

tions

to

nor

mal

exp

ecta

tions

, fo

cusi

ng a

tten

tion

on

criti

cal i

ssue

s an

d va

riab

les

and

filte

ring

out

pe

riph

eral

issu

es

Rec

ogni

ses

that

iden

tified

’p

robl

ems’

can

be

surf

ace

indi

cato

rs o

f dee

per

issu

es, a

nd r

outin

ely

refr

ames

pro

blem

de

finiti

ons

as p

art o

f the

pr

oces

s of

iden

tifyi

ng a

ro

ot c

ause

PERFORMANCE FEATURES TABLE 3C – IDENTIFY AND SOLVE PROBLEMS


Focu

s A

rea

A N

ovic

e in

id

entif

ying

and

so

lvin

g pr

oble

ms:

An

Adv

ance

d B

egin

ner

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

A C

apab

le

perf

orm

er in

id

entif

ying

and

so

lvin

g pr

oble

ms:

A P

rofic

ient

pe

rfor

mer

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

An

Expe

rt in

id

entif

ying

and

so

lvin

g pr

oble

ms:

App

ly

prob

lem

-so

lvin

g pr

oces

ses

Follo

ws

clea

r, s

tep

by s

tep

inst

ruct

ions

or

proc

edur

es

to a

ddre

ss a

sm

all s

et

of id

entifi

ed, r

outin

e pr

oble

ms

dire

ctly

rel

evan

t to

ow

n ro

le

If no

dir

ectio

n or

adv

ice

is

avai

labl

e, m

ay a

ttem

pt to

so

lve

a pr

oble

m u

sing

a

‘tria

l and

err

or’ a

ppro

ach,

w

ith a

lim

ited

awar

enes

s of

the

pote

ntia

l im

pact

of

solu

tions

Beg

ins

to id

entif

y an

d im

plem

ent s

tand

ard

solu

tions

for

an in

crea

sing

nu

mbe

r of

rou

tine

prob

lem

s

Whe

re s

tand

ardi

sed

proc

edur

es o

r as

sist

ance

is

not

ava

ilabl

e, a

ddre

sses

un

fam

iliar

pro

blem

s by

ap

plyi

ng p

ast s

olut

ions

th

at m

ay a

ppea

r to

hav

e so

me

rele

vanc

e to

the

curr

ent s

ituat

ion

Initi

ates

sta

ndar

d pr

oced

ures

whe

n re

spon

ding

to fa

mili

ar

prob

lem

s w

ithin

im

med

iate

con

text

Appl

ies

form

al p

robl

em

solv

ing

proc

esse

s w

hen

tack

ling

an u

nfam

iliar

pr

oble

m, b

reak

ing

com

plex

issu

es in

to

man

agea

ble

part

s an

d id

entif

ying

and

eva

luat

ing

seve

ral o

ptio

ns fo

r ac

tion

Whe

re a

ppro

pria

te, s

eeks

fe

edba

ck o

r ad

vice

bef

ore

impl

emen

ting

a so

lutio

n

In fa

mili

ar c

onte

xts,

re

spon

ds in

tuiti

vely

to

pro

blem

s re

quir

ing

imm

edia

te a

tten

tion,

qu

ickl

y dr

awin

g on

pas

t ex

peri

ence

to d

evis

e so

lutio

ns

Whe

n de

alin

g w

ith

com

plex

issu

es, m

ay u

se

intu

ition

to id

entif

y th

e ge

nera

l pro

blem

are

a,

switc

hing

to a

naly

tical

pr

oces

ses

to c

lari

fy g

oals

an

d ke

y is

sues

, and

usi

ng

late

ral t

hink

ing

proc

esse

s to

gen

erat

e po

ssib

le

solu

tions

Use

s an

alyt

ical

pro

cess

es

to d

ecid

e on

a c

ours

e of

act

ion,

est

ablis

hing

cr

iteri

a fo

r de

cidi

ng

betw

een

optio

ns, a

nd

seek

ing

inpu

t and

adv

ice

from

oth

ers

befo

re ta

king

ac

tion

whe

n ne

cess

ary

Appr

oach

es p

robl

em

solv

ing

in d

iver

se w

ays,

re

cogn

isin

g th

at th

ere

is

no fo

rmul

a an

d th

at ‘i

t all

depe

nds’

May

intu

itive

ly h

one

in

on th

e pr

oble

m a

rea

and

iden

tify

a sm

all s

et

of p

ossi

ble

appr

opri

ate

solu

tions

May

inve

st ti

me

in d

efini

ng

the

real

pro

blem

, usi

ng

a va

riet

y of

tech

niqu

es

to c

halle

nge

initi

al

perc

eptio

ns o

f the

si

tuat

ion,

iden

tify

key

cont

ribu

ting

fact

ors

and

criti

cal i

ssue

s

May

use

form

al a

naly

tical

an

d la

tera

l thi

nkin

g te

chni

ques

for

iden

tifyi

ng

issu

es, g

ener

atin

g an

d ev

alua

ting

poss

ible

so

lutio

ns

May

iden

tify

a ne

ed fo

r fu

rthe

r in

form

atio

n or

se

ek a

dvic

e fr

om r

elev

ant

expe

rts

PERFORMANCE FEATURES TABLE 3C – IDENTIFY AND SOLVE PROBLEMS (Continued)


Focu

s A

rea

A N

ovic

e in

id

entif

ying

and

so

lvin

g pr

oble

ms:

An

Adv

ance

d B

egin

ner

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

A C

apab

le

perf

orm

er in

id

entif

ying

and

so

lvin

g pr

oble

ms:

A P

rofic

ient

pe

rfor

mer

in

iden

tifyi

ng a

nd

solv

ing

prob

lem

s:

An

Expe

rt in

id

entif

ying

and

so

lvin

g pr

oble

ms:

Rev

iew

ou

tcom

es

With

gui

danc

e, m

ay

iden

tify

som

e w

ays

in w

hich

a s

ugge

sted

so

lutio

n w

orke

d or

did

not

w

ork,

and

sug

gest

act

ions

th

at c

ould

be

take

n in

a

sim

ilar

situ

atio

n

May

refl

ect o

n ou

tcom

es

and

iden

tify

wha

t wor

ked,

or

dev

elop

an

impr

oved

ap

proa

ch fo

r fu

ture

si

tuat

ions

Con

side

rs th

e ef

fect

iven

ess

of a

sol

utio

n in

term

s of

how

wel

l it m

et

stat

ed g

oals

, and

see

ks to

im

prov

e a

futu

re r

espo

nse

whe

n a

solu

tion

does

no

t ach

ieve

its

inte

nded

ou

tcom

e

With

gui

danc

e, b

egin

s to

refl

ect o

n th

e ef

fect

iven

ess

of a

sel

ecte

d pr

oble

m s

olvi

ng p

roce

ss

Use

s fo

rmal

and

info

rmal

pr

oces

ses

to m

onito

r im

plem

enta

tion

of

solu

tions

and

refl

ect o

n ou

tcom

es

Ackn

owle

dges

whe

re a

so

lutio

n di

d no

t ach

ieve

ex

pect

ed o

utco

mes

an

d se

eks

a ra

nge

of p

ersp

ectiv

es to

un

ders

tand

why

, inc

ludi

ng

a re

thin

king

of o

rigi

nal

goal

s

Refl

ects

on

the

appr

opri

aten

ess

and

effe

ctiv

enes

s of

the

prob

lem

sol

ving

pro

cess

us

ed a

nd id

entifi

es s

ome

key

prin

cipl

es th

at m

ay

be r

elev

ant i

n fu

ture

si

tuat

ions

Use

s ev

ery

situ

atio

n as

an

oppo

rtun

ity fo

r ex

tend

ing

insi

ghts

an

d un

ders

tand

ing,

re

cogn

isin

g th

at a

ny

solu

tion

will

hav

e bo

th

inte

nded

and

uni

nten

ded

cons

eque

nces

and

that

ca

use

and

effe

ct m

ay n

ot

be c

lose

ly o

r ob

viou

sly

linke

d

Refl

ects

on

the

appl

icat

ion

of k

ey p

rinc

iple

s in

a

part

icul

ar c

onte

xt, t

he

appr

opri

aten

ess

and

effe

ctiv

enes

s of

diff

eren

t so

urce

s of

info

rmat

ion

and

prob

lem

sol

ving

pr

oces

ses

for

that

co

ntex

t, an

d th

e po

tent

ial

impl

icat

ions

for

futu

re

situ

atio

ns

PERFORMANCE FEATURES TABLE 3C – IDENTIFY AND SOLVE PROBLEMS (Continued)


3D. CREATE AND INNOVATE

Definition: This Skill Area is about creating, applying and recognising the value of new ideas to solve problems, improve or develop new processes, products or strategies, or deliver new benefits. It involves the capacity to challenge perceptions of how things are, and how they might be, and to recognise a potential opportunity. It also involves the use of formal processes to challenge and extend initial perceptions of a situation, and generate, and select from, a range of new ideas.

Key terms and concepts: New ideas – refers to ideas that may never have been thought of before, or ideas that may not have been proposed in a particular context, or by a particular individual. They include hypotheses, speculations and possibilities.

Lateral thinking – refers to the general approach of exploring multiple possibilities rather than pursuing only one.

Lateral thinking techniques – are a set of systematic thinking tools that can be used to challenge initial concepts and perceptions (a necessary pre-cursor to having ‘new’ ideas) and generate large numbers of ideas in a particular situation.

Analytical or logical techniques – are thinking processes used to develop criteria and select ideas for practical application, or for further exploration and development. While final decisions about an idea may be made intuitively, in a work setting they often involve detailed analysis and a logical process of prioritising different options against an explicit set of criteria.

Judgement – refers to the mental operation in which an individual seeks to ‘make sense’ of a new idea by evaluating it against past experience to decide whether it is a ‘good’ idea or a ‘bad’ one, whether it will work or not work etc. This process is often implicit, and has the potential to rule out many new ideas before they can be explored.

Explore – means to traverse or range over for the purpose of discovery. Exploration of a new idea involves setting aside judgement for long enough to allow genuine consideration of its possibilities. Any new idea has the potential to suggest another way forward. Even if the idea itself is unlikely to be applicable in its entirety, it may be based on principles or have features that could be utilised in a new way. However, these are not always immediately obvious – hence the need to ‘play’ with possibilities for a time before making a decision.

Innovation - involves inventing a new idea, or recognising the potential of a new idea proposed by someone else, developing it further and introducing it for the first time, or for the first time in a particular context. While the term is often used to describe the full process of design, evaluation and implementation, the focus of this Skill Area is on the process of selecting an idea for implementation. The implementation of the idea selected is a complex process in its own right, which draws on other Skill Areas such as planning and organising, decision making, communicating and connecting with others.


Focu

s A

rea

A N

ovic

e in

cre

atin

g an

d in

nova

ting

:

An

Adv

ance

d B

egin

ner

in c

reat

ing

and

inno

vatin

g:

A C

apab

le

perf

orm

er in

cr

eatin

g an

d in

nova

ting:

A P

rofic

ient

pe

rfor

mer

in

crea

ting

and

inno

vatin

g:

An

Expe

rt in

cr

eatin

g an

d in

nova

ting:

Rec

ogni

se

oppo

rtun

ities

to

dev

elop

and

ap

ply

new

idea

s

May

rec

ogni

se

oppo

rtun

ities

for

appl

icat

ion

of n

ew id

eas

prop

osed

by

othe

rs w

here

im

plem

enta

tion

requ

ires

lit

tle d

isru

ptio

n an

d th

e be

nefit

s to

ow

n w

ork

are

imm

edia

tely

obv

ious

Supp

orts

the

appl

icat

ion

of n

ew id

eas

prop

osed

by

oth

ers

whe

re

impl

emen

tatio

n re

quir

es

little

dis

rupt

ion

and

the

bene

fits

to o

wn

wor

k ar

e im

med

iate

ly o

bvio

us

May

iden

tify

and

prop

ose

a sm

all c

hang

e to

a

proc

ess,

pro

duct

or

serv

ice

with

in s

cope

of

own

role

Rec

ogni

ses

the

valu

e of

co

ntin

uous

impr

ovem

ent

with

in o

wn

wor

k co

ntex

t w

here

this

invo

lves

in

crem

enta

l cha

nge

Con

trib

utes

to th

e de

sign

of

new

app

roac

hes

with

in

the

imm

edia

te w

ork

envi

ronm

ent

Iden

tifies

way

s to

add

ress

pr

oble

ms

affe

ctin

g ow

n ro

le, a

nd b

egin

s to

rec

ogni

se th

e va

lue

of s

eeki

ng d

iffer

ent

pers

pect

ives

whe

n a

solu

tion

is n

ot o

bvio

us

Adop

ts p

ropo

sals

su

gges

ted

by o

ther

s an

d fin

ds w

ays

to m

ake

them

w

ork

in p

ract

ice

whe

re

thes

e do

not

req

uire

ra

dica

l cha

nge

Rec

ogni

ses

the

pote

ntia

l of

new

app

roac

hes

to

enha

nce

wor

k pr

actic

es

and

outc

omes

, and

ac

cept

s th

e ne

ed to

co

nsid

er r

adic

al a

s w

ell a

s in

crem

enta

l cha

nge

Rec

ogni

ses

that

the

curr

ent w

ay is

onl

y on

e w

ay o

f doi

ng s

omet

hing

, an

d ta

kes

men

tal r

isks

, ex

plor

ing

poss

ibili

ties

that

cha

lleng

e cu

rren

t ap

proa

ches

Inve

sts

som

e tim

e in

lo

okin

g fo

r ne

w id

eas

and

oppo

rtun

ities

, dra

win

g on

th

e di

vers

e pe

rspe

ctiv

es o

f ot

hers

to g

ain

insi

ghts

into

cu

rren

t pra

ctic

e an

d id

eas

for

chan

ge

Beg

ins

to u

se r

egul

arly

re

curr

ing

prob

lem

s as

an

indi

cato

r of

are

as w

here

a

new

app

roac

h co

uld

yiel

d si

gnifi

cant

ben

efits

Con

trib

utes

to c

reat

ing

a cl

imat

e w

here

peo

ple

feel

co

mfo

rtab

le to

sug

gest

, ex

plor

e, a

dapt

and

ado

pt

new

idea

s as

a r

egul

ar

part

of w

ork

life

Rec

ogni

ses

the

criti

cal

impo

rtan

ce o

f the

ong

oing

ex

plor

atio

n of

new

id

eas

to th

e vi

abili

ty a

nd

effe

ctiv

enes

s of

a w

ork

situ

atio

n

Activ

ely

focu

ses

on

thin

gs n

orm

ally

take

n fo

r gr

ante

d, a

skin

g, “

Is th

is

the

only

way

? Ar

e th

ere

bett

er w

ays?

”

Expl

ores

and

incu

bate

s id

eas

that

hav

e th

e po

tent

ial t

o le

ad to

rad

ical

de

part

ures

from

the

curr

ent s

ituat

ion

Faci

litat

es a

clim

ate

in w

hich

cre

ativ

ity a

nd

inno

vatio

n ar

e ac

cept

ed a

s an

inte

gral

par

t of t

he w

ay

thin

gs a

re d

one

e.g.

bui

lds

in ti

me

for

idea

cre

atio

n an

d sh

arin

g, d

elib

erat

ely

look

s fo

r th

e po

tent

ial i

n id

eas

prop

osed

by

othe

rs,

espe

cial

ly w

hen

they

do

not

seem

imm

edia

tely

pra

ctic

al

PERFORMANCE FEATURES TABLE 3D – CREATE AND INNOVATE


Focu

s A

rea

A N

ovic

e in

cre

atin

g an

d in

nova

ting

:

An

Adv

ance

d B

egin

ner

in c

reat

ing

and

inno

vatin

g:

A C

apab

le

perf

orm

er in

cr

eatin

g an

d in

nova

ting:

A P

rofic

ient

pe

rfor

mer

in

crea

ting

and

inno

vatin

g:

An

Expe

rt in

cr

eatin

g an

d in

nova

ting:

Gen

erat

e id

eas

Per

ceiv

es c

hanc

e an

d in

spir

atio

n as

the

mai

n w

ays

of p

rodu

cing

ne

w id

eas

Dem

onst

rate

s a

limite

d aw

aren

ess

of th

e di

ffere

nces

bet

wee

n an

alyt

ical

and

late

ral

thin

king

With

gui

danc

e, m

ay fo

llow

th

e ru

les

of a

form

al

late

ral t

hink

ing

tech

niqu

e

Iden

tifies

idea

s in

use

in

oth

er c

onte

xts

and

cons

ider

s ho

w th

ey m

ight

be

app

lied

in o

wn

cont

ext

with

min

imal

adj

ustm

ent

Und

erst

ands

that

an

alyt

ical

and

late

ral

thin

king

ski

lls c

an b

e le

arne

d

May

app

ly a

form

al la

tera

l th

inki

ng te

chni

que

at th

e in

stig

atio

n of

oth

ers,

with

so

me

unde

rsta

ndin

g of

ho

w th

e te

chni

que

wor

ks

Iden

tifies

and

ada

pts

idea

s be

ing

used

in

sim

ilar

cont

exts

Und

erst

ands

and

exp

licitl

y ap

plie

s so

me

basi

c pr

inci

ples

of a

naly

tical

an

d la

tera

l thi

nkin

g

Use

s a

syst

emat

ic p

roce

ss

to id

entif

y po

ssib

le

solu

tions

to a

diffi

cult

pr

oble

m, e

.g. a

pplie

s a

stan

dard

set

of q

uest

ions

or

som

e th

inki

ng te

chni

ques

, of

ten

in c

olla

bora

tion

with

ot

hers

Iden

tifies

con

cept

s,

prin

cipl

es a

nd fe

atur

es o

f ap

proa

ches

in u

se in

oth

er

cont

exts

, and

red

esig

ns

thes

e to

sui

t ow

n si

tuat

ion

Use

s id

eas

prop

osed

by

othe

rs a

s pr

ovoc

atio

ns

and

step

ping

sto

nes

to

new

per

cept

ions

and

idea

s

Reg

ular

ly u

ses

form

al

thin

king

tech

niqu

es to

es

cape

from

cur

rent

pe

rcep

tions

in o

rder

to

gen

erat

e ne

w id

eas,

ev

en w

hen

ther

e is

no

imm

edia

te n

eed

or is

sue

May

inve

st ti

me

in

deve

lopi

ng a

nd s

hapi

ng

seve

ral o

ptio

ns b

efor

e m

akin

g a

final

cho

ice,

us

ing

a co

mbi

natio

n of

la

tera

l and

ana

lytic

al

thin

king

to ta

ilor

and

stre

ngth

en a

n id

ea to

sui

t ne

eds,

res

ourc

es a

nd

cons

trai

nts

Pla

ys w

ith p

ossi

bilit

ies

as

an in

tegr

al p

art o

f wor

k lif

e e.

g. Id

entifi

es th

e pr

inci

ples

, co

ncep

ts a

nd fe

atur

es

of e

xist

ing

appr

oach

es

and

rear

rang

es th

em o

r co

mbi

nes

som

e w

ith o

ther

s fo

r a

new

pur

pose

Artic

ulat

es a

nd c

halle

nges

th

e va

lues

, bel

iefs

and

as

sum

ptio

ns th

at m

ay

be s

hapi

ng th

inki

ng,

and

rout

inel

y re

fram

es

and

rede

fines

pro

blem

s in

ord

er to

get

new

pe

rspe

ctiv

es a

nd g

ener

ate

new

idea

s

Kee

ps a

brea

st o

f in

nova

tions

and

goo

d pr

actic

e be

yond

ow

n co

ntex

t, bo

rrow

ing,

ad

aptin

g, c

ombi

ning

an

d re

desi

gnin

g fo

r ow

n pu

rpos

es o

r us

ing

as a

pr

ovoc

atio

n to

ret

hink

cu

rren

t app

roac

hes

Appl

ies

syst

emat

ic

thin

king

tech

niqu

es

as a

n in

tegr

al p

art o

f th

e cr

eativ

e pr

oces

s,

reco

gnis

ing

the

need

to

cha

lleng

e ha

bitu

al

perc

eptio

ns, b

reak

pa

tter

ns a

nd m

ake

new

co

nnec

tions

in o

rder

to

esca

pe fr

om h

abitu

al

min

d se

ts

PERFORMANCE FEATURES TABLE 3D – CREATE AND INNOVATE (Continue)


Focu

s A

rea

A N

ovic

e in

cre

atin

g an

d in

nova

ting

:

An

Adv

ance

d B

egin

ner

in c

reat

ing

and

inno

vatin

g:

A C

apab

le

perf

orm

er in

cr

eatin

g an

d in

nova

ting:

A P

rofic

ient

pe

rfor

mer

in

crea

ting

and

inno

vatin

g:

An

Expe

rt in

cr

eatin

g an

d in

nova

ting:

Sele

ct id

eas

for

impl

emen

tatio

n

Sele

cts

or s

uppo

rts

the

adop

tion

of n

ew

appr

oach

es th

at c

an b

e ea

sily

app

lied

with

out

disr

uptio

n of

fam

iliar

ro

utin

es

Sele

cts

or s

uppo

rts

the

adop

tion

of n

ew id

eas

that

will

eas

ily r

esol

ve

a pr

oble

m o

r im

prov

e a

proc

ess

with

in th

e im

med

iate

wor

k co

ntex

t

Sele

cts

or s

uppo

rts

new

id

eas

on th

e ba

sis

of th

eir

pote

ntia

l to

impr

ove

an

aspe

ct o

f the

imm

edia

te

situ

atio

n w

ithou

t rad

ical

ch

ange

May

use

a s

tand

ard

set o

f qu

estio

ns o

r cr

iteri

a w

hen

deci

ding

whi

ch id

eas,

if

any,

to a

dopt

e.g

. Will

it fi

t im

med

iate

nee

ds o

r ca

n it

be a

dapt

ed e

asily

to d

o so

? Is

it a

fford

able

?

Sele

cts

or s

uppo

rts

new

id

eas

on th

e ba

sis

of

thei

r co

ntri

butio

n to

the

achi

evem

ent o

f bro

ader

go

als

Mak

es fi

nal d

ecis

ions

us

ing

clea

r pr

iori

ties

and

crite

ria

Beg

ins

to lo

ok b

eyon

d im

med

iate

ado

ptio

n to

br

oade

r im

plic

atio

ns th

at

may

affe

ct a

dopt

ion

of

inno

vatio

ns

Rec

ogni

ses

the

impo

rtan

ce o

f pro

mot

ing

a ne

w id

ea to

oth

ers

who

may

be

invo

lved

in

, or

affe

cted

by

its

impl

emen

tatio

n

Dra

ws

on a

bro

ad

unde

rsta

ndin

g of

the

cont

ext,

and

uses

a

com

bina

tion

of a

naly

sis

and

intu

ition

to d

ecid

e w

heth

er a

n id

ea is

wor

th

deve

lopi

ng fu

rthe

r/im

plem

entin

g

Defi

nes

bene

fits,

cos

ts,

risk

s an

d fe

asib

ility

fr

om a

bro

ad r

ange

of

pers

pect

ives

, and

may

th

ink

late

rally

to r

edes

ign

aspe

cts

in o

rder

to

addr

ess

pote

ntia

l iss

ues

Iden

tifies

and

see

ks to

ad

dres

s th

e ra

nge

of

issu

es th

at m

ay im

pact

on

succ

essf

ul a

dopt

ion

of a

n in

nova

tion

Inve

sts

time

in e

nsur

ing

that

the

valu

e of

the

new

ap

proa

ch is

app

reci

ated

by

dec

isio

n m

aker

s an

d th

ose

invo

lved

in/a

ffect

ed

by it

s im

plem

enta

tion

PERFORMANCE FEATURES TABLE 3D – CREATE AND INNOVATE (Continue)


3E. WORK IN A DIGITAL WORLD

Definition:This Skill Area refers to the capacity to connect to other people, information and contexts for work-related purposes using digital systems and technology. It involves understanding concepts and language associated with the digital world and the capacity to understand and work with emerging/accepted etiquette and risks associated with online environments. It also involves identifying how digital technology and digitally based systems can extend, enhance or make possible specific aspects of a role or task, and create new opportunities.

Key terms and concepts:Digital world – refers to the global environment in which digital technology enables multiple connections between people, rapid access to and transfer of information, the visualisation and analysis of data, the ability to connect with others, sharing information, collaborating and build relationships that are not limited by time and location.

Digital technologies – include any products or combination of products that will store, retrieve, manipulate, transmit or receive information electronically in a digital form e.g. devices, applications, software.

Network – in information technology contexts, network refers to a series of points or nodes interconnected by communication paths. Networks can interconnect with other networks and contain sub-networks e.g. the Internet and local Intranets.

Social networking – the use of interconnected Internet communities that help people make and maintain contacts, particularly with people they would have been unlikely to meet otherwise.

Electronic paper trail – the electronically stored written evidence of someone’s activities.

Etiquette – social conventions about accepted behaviours in the digital world. Netiquette refers to a set of online conventions that has been formalised and adopted by a number of online services.

http://searchnetworking.techtarget.com/definition/node


Focu

s A

rea

A N

ovic

e pe

rfor

mer

in

wor

king

in a

di

gita

l wor

ld:

An

Adv

ance

d B

egin

ner

in w

orki

ng

in a

dig

ital w

orld

:

A C

apab

le

perf

orm

er in

w

orki

ng in

a d

igita

l w

orld

:

A P

rofic

ient

pe

rfor

mer

in

wor

king

in a

dig

ital

wor

ld:

An

Expe

rt p

erfo

rmer

in

wor

king

in a

di

gita

l wor

ld:

Use

dig

itally

ba

sed

tech

nolo

gies

an

d sy

stem

s

Beg

ins

to u

nder

stan

d th

e pu

rpos

e of

som

e co

mm

only

use

d di

gita

l to

ols

Iden

tifies

som

e ap

prop

riat

e ha

rdw

are/

so

ftw

are

for

imm

edia

te

task

s

With

ass

ista

nce,

is

lear

ning

to p

erfo

rm

basi

c fu

nctio

ns r

elat

ed

dire

ctly

to o

wn

task

s e.

g.

uses

em

ail,

unde

rtak

es

basi

c In

tern

et s

earc

hes,

m

anip

ulat

es s

cree

ns

Rec

ogni

ses

and

uses

so

me

term

s an

d sy

mbo

ls

with

som

e un

ders

tand

ing

of th

eir

mea

ning

e.g

. ap

plic

atio

n, fi

le

With

gui

danc

e, b

egin

s to

use

som

e ba

sic

trou

bles

hoot

ing

stra

tegi

es

e.g.

turn

s of

f and

on

agai

n

Und

erst

ands

the

purp

ose

and

som

e sp

ecifi

c fu

nctio

ns o

f som

e co

mm

on d

igita

l too

ls u

sed

in w

ork

cont

exts

Use

s th

e m

ain

feat

ures

an

d fu

nctio

ns o

f the

se

digi

tal t

ools

to c

ompl

ete

own

task

s

Rec

ogni

ses

and

resp

onds

to

bas

ic te

rms

and

sym

bols

Rec

ogni

ses

a sm

all s

et

of d

esig

n an

d op

erat

ing

prin

cipl

es a

nd a

pplie

s th

ese

whe

n le

arni

ng h

ow

to u

se u

pgra

des

or n

ew

digi

tal t

ools

with

the

sam

e pu

rpos

e

Use

s a

smal

l num

ber

of

trou

bles

hoot

ing

stra

tegi

es

inde

pend

ently

and

see

ks

assi

stan

ce a

s re

quir

ed

Und

erst

ands

the

purp

oses

, spe

cific

fu

nctio

ns a

nd k

ey fe

atur

es

of c

omm

on d

igita

l sy

stem

s an

d to

ols

and

oper

ates

them

effe

ctiv

ely

to c

ompl

ete

rout

ine

task

s,

adap

ting

som

e fu

nctio

ns

to im

prov

e pe

rson

al

effic

ienc

y

Rec

ogni

ses

and

uses

co

mm

on s

ymbo

ls a

nd

term

inol

ogy

asso

ciat

ed

with

the

digi

tal w

orld

Rec

ogni

ses

som

e ge

nera

l de

sign

and

ope

ratin

g pr

inci

ples

of d

igita

l too

ls

and

uses

thes

e to

hel

p w

hen

adop

ting

upgr

ades

, ne

w te

chno

logi

es w

ith

sim

ilar

purp

oses

or

whe

n tr

oubl

esho

otin

g

Trou

bles

hoot

s ro

utin

e is

sues

and

kno

ws

whe

n to

as

k ot

hers

for

assi

stan

ce

Con

side

rs p

urpo

se, n

eeds

an

d lim

itatio

ns w

hen

sele

ctin

g de

vice

s an

d ap

plic

atio

ns fo

r di

ffere

nt

task

s

Is b

egin

ning

to m

onito

r tr

ends

and

iden

tify

appl

icat

ions

and

in

nova

tions

from

oth

er

cont

exts

that

may

be

usef

ul

Util

ises

a b

road

ran

ge o

f fe

atur

es w

ithin

app

licat

ions

to

impr

ove

pers

onal

pr

oduc

tivity

, opt

imis

ing

softw

are

func

tions

for

spec

ific

purp

oses

Rec

ogni

ses

and

uses

a

wid

e ra

nge

of r

elev

ant

lang

uage

and

sym

bols

Refl

ects

on

the

way

s in

w

hich

dig

ital s

yste

ms

and

tool

s ar

e us

ed, o

r co

uld

be u

sed,

to a

chie

ve

wor

k go

als,

and

beg

ins

to

reco

gnis

e st

rate

gic,

as

wel

l as

ope

ratio

nal,

appl

icat

ions

Und

erst

ands

key

pri

ncip

les

and

conc

epts

und

erpi

nnin

g th

e de

sign

and

ope

ratio

n of

dig

ital s

yste

ms

and

tool

s an

d ap

plie

s th

ese

whe

n tr

oubl

esho

otin

g ex

istin

g te

chno

logy

, and

whe

n se

ekin

g to

und

erst

and

the

pote

ntia

l of n

ew te

chno

logy

Activ

ely

iden

tifies

sy

stem

s, d

evic

es a

nd

appl

icat

ions

with

pot

entia

l to

mee

t cur

rent

and

/or

futu

re n

eeds

Con

side

rs th

e st

rate

gic

and

oper

atio

nal p

oten

tial

of d

igita

l tre

nds

to a

chie

ve

wor

k go

als,

enh

ance

w

ork

proc

esse

s, c

reat

e op

port

uniti

es, p

ose

thre

ats

and

enha

nce

or

redu

ce r

isks

Expe

rim

ents

with

the

poss

ibili

ties

of n

ew

syst

ems,

dev

ices

, ap

plic

atio

ns, a

pps

etc

befo

re c

ondu

ctin

g a

mor

e so

phis

ticat

ed a

naly

sis

of

bene

fits,

cos

ts a

nd r

isk

Dem

onst

rate

s a

soph

istic

ated

un

ders

tand

ing

of

prin

cipl

es, c

once

pts,

la

ngua

ge a

nd p

ract

ices

as

soci

ated

with

the

digi

tal w

orld

, and

use

s th

ese

to tr

oubl

esho

ot

and

unde

rsta

nd th

e us

es

and

pote

ntia

l of n

ew

tech

nolo

gy

PERFORMANCE FEATURES TABLE 3E – WORK IN A DIGITAL WORLD


Focu

s A

rea

A N

ovic

e pe

rfor

mer

in

wor

king

in a

di

gita

l wor

ld:

An

Adv

ance

d B

egin

ner

in w

orki

ng

in a

dig

ital w

orld

:

A C

apab

le

perf

orm

er in

w

orki

ng in

a d

igita

l w

orld

:

A P

rofic

ient

pe

rfor

mer

in

wor

king

in a

dig

ital

wor

ld:

An

Expe

rt p

erfo

rmer

in

wor

king

in a

di

gita

l wor

ld:

Conn

ect w

ith

othe

rs

Beg

ins

to li

nk to

thos

e in

im

med

iate

wor

k co

ntex

t vi

a co

mm

on d

igita

l sy

stem

s, d

evic

es a

nd

tool

s, e

.g. s

mar

tpho

ne,

PDA

Intr

anet

, em

ail,

SMS

Beg

ins

to r

ecog

nise

an

d ap

ply

som

e ba

sic

conv

entio

ns o

f onl

ine

etiq

uett

e

Use

s di

gita

l sys

tem

s,

sear

ch e

ngin

es a

nd

com

mon

dig

ital t

ools

to

conn

ect w

ith o

ther

s in

im

med

iate

wor

k co

ntex

t on

mat

ters

rel

ated

to o

wn

role

e.g

. Use

s el

ectr

onic

m

essa

ging

to s

eek

imm

edia

te in

form

atio

n or

adv

ice

from

pee

rs o

r su

perv

isor

Rec

ogni

ses

and

appl

ies

som

e co

nven

tions

of

onlin

e et

ique

tte

Esta

blis

hes

and

mai

ntai

ns

onlin

e co

nnec

tions

with

ot

hers

as

an in

tegr

al p

art

of r

ole,

usi

ng a

var

iety

of

digi

tal t

ools

and

med

ia to

in

tera

ct, c

olla

bora

te a

nd

crea

te

May

use

onl

ine

foru

ms,

bl

ogs

and

soci

al

netw

orki

ng s

ites

to

conn

ect w

ith w

ork

peer

s or

dis

cuss

wor

k re

late

d is

sues

, fol

low

ing

onlin

e et

ique

tte

appr

opri

atel

y

Expl

ores

way

s of

con

nect

ing

to o

ther

s w

ithin

and

bey

ond

the

wor

k co

ntex

t in

orde

r to

ac

cess

div

erse

per

spec

tives

an

d bu

ild o

n co

llect

ive

inte

llige

nce

Com

mun

icat

es in

form

atio

n an

d id

eas

to a

n ex

pand

ing

rang

e of

aud

ienc

es,

cons

ider

ing

the

natu

re a

nd

pote

ntia

l rea

ch o

f var

ious

lin

kage

s an

d th

e be

nefit

s an

d lim

itatio

ns o

f diff

eren

t ki

nds

of e

lect

roni

c ch

anne

ls,

and

payi

ng c

lose

atte

ntio

n to

on

line

etiq

uette

May

use

mob

ile

com

mun

icat

ion

tool

s an

d sp

ecia

lised

sof

twar

e to

co

llabo

rate

with

oth

ers,

or

enga

ge w

ith g

eogr

aphi

cally

di

stri

bute

d te

am m

embe

rs

in v

irtu

al e

nviro

nmen

ts

Col

labo

rate

s w

ith m

any

peop

le s

imul

tane

ousl

y an

d is

beg

inni

ng to

initi

ate

impr

ovis

ed g

roup

s ar

ound

ta

sks,

idea

s an

d is

sues

Use

s so

cial

net

wor

king

as

an in

tegr

al p

art o

f wor

k to

sup

plem

ent i

ndiv

idua

l kn

owle

dge

Beg

ins

to m

anag

e ow

n on

line

profi

le, r

ecog

nisi

ng

the

perm

anen

ce a

nd r

each

of

bot

h pe

rson

al a

nd w

ork

rela

ted

info

rmat

ion

Activ

ely

iden

tifies

, cre

ates

, an

d ut

ilise

s lin

kage

s to

enh

ance

kno

wle

dge

shar

ing,

idea

cre

atio

n,

indi

vidu

al a

nd c

olle

ctiv

e en

gage

men

t and

wor

k ou

tcom

es

Dem

onst

rate

s a

soph

istic

ated

un

ders

tand

ing

of

expe

ctat

ions

, soc

ial

prot

ocol

s an

d on

line

etiq

uett

e, in

tuiti

vely

se

lect

ing

the

appr

opri

ate

chan

nel,

cont

ent,

and

tone

fo

r di

vers

e pu

rpos

es a

nd

audi

ence

s

Esta

blis

hes

and

cont

ribu

tes

to v

irtu

al

com

mun

ities

invo

lved

in

colla

bora

tive

cons

truc

tion

of r

esou

rces

, sha

ring

of

info

rmat

ion,

dev

elop

men

t of

idea

s

Use

s m

ultip

le s

ocia

l co

ntex

ts a

nd m

edia

sp

aces

to c

onne

ct w

ith

and

influ

ence

oth

ers,

ta

ilori

ng s

trat

egie

s fo

r ea

ch

Seek

s to

bui

ld a

nd

mai

ntai

n an

effe

ctiv

e on

line

profi

le a

s an

in

tegr

al p

art o

f wor

k an

d ca

reer

man

agem

ent

PERFORMANCE FEATURES TABLE 3E – WORK IN A DIGITAL WORLD (Continued)


Focu

s A

rea

A N

ovic

e pe

rfor

mer

in

wor

king

in a

di

gita

l wor

ld:

An

Adv

ance

d B

egin

ner

in w

orki

ng

in a

dig

ital w

orld

:

A C

apab

le

perf

orm

er in

w

orki

ng in

a d

igita

l w

orld

:

A P

rofic

ient

pe

rfor

mer

in

wor

king

in a

dig

ital

wor

ld:

An

Expe

rt p

erfo

rmer

in

wor

king

in a

di

gita

l wor

ld:

Acc

ess,

or

gani

se,

and

pres

ent

info

rmat

ion

Follo

ws

sim

ple,

ste

p by

ste

p in

stru

ctio

ns fo

r us

ing

digi

tal t

echn

olog

y to

en

ter,

sto

re a

nd r

etri

eve

info

rmat

ion

dire

ctly

re

leva

nt to

rol

e e.

g. e

nter

s de

tails

into

ele

ctro

nic

times

heet

, sto

res

elec

tron

ic

reco

rds,

ent

ers

basi

c ke

y w

ords

into

a s

earc

h en

gine

to

find

info

rmat

ion

Follo

ws

rout

ine

proc

edur

es fo

r us

ing

digi

tal t

echn

olog

y to

en

ter,

sto

re a

nd r

etri

eve

info

rmat

ion

dire

ctly

re

leva

nt to

rol

e e.

g. e

nter

s an

d ac

cess

es c

usto

mer

in

form

atio

n in

a d

atab

ase,

en

ters

and

rea

ds d

ata

from

el

ectr

onic

mon

itori

ng a

nd

cont

rol s

yste

ms

Use

s fa

mili

ar d

igita

l sy

stem

s an

d to

ols

to a

cces

s, o

rgan

ise,

an

alys

e an

d di

spla

y in

form

atio

n re

leva

nt to

ro

le e

.g. a

cces

ses

and

filte

rs in

form

atio

n us

ing

sear

ch e

ngin

es, d

ata

base

s, o

r sp

read

shee

ts,

uses

com

pute

r-ba

sed

appl

icat

ions

to p

rese

nt

info

rmat

ion

Use

s a

rang

e of

dig

itally

ba

sed

tech

nolo

gy a

nd

appl

icat

ions

to a

cces

s an

d fil

ter

data

, ext

ract

, or

gani

se, i

nteg

rate

and

sh

are

rele

vant

info

rmat

ion

in in

crea

sing

ly e

ffect

ive

way

s e.

g. u

ses

stat

istic

al

anal

ysis

app

licat

ions

, pa

rtic

ipat

es in

use

r fo

rum

s an

d on

line

com

mun

ities

of

prac

tice

Con

side

rs n

ew w

ays

to

mod

el, v

isua

lise,

inte

ract

w

ith a

nd p

rese

nt c

ompl

ex

info

rmat

ion

e.g.

use

s pr

ojec

t man

agem

ent

or p

roce

ss-m

odel

ling

soft

war

e

Use

s a

broa

d ra

nge

of s

trat

egie

s to

sto

re,

acce

ss a

nd o

rgan

ise

virt

ual i

nfor

mat

ion,

re

cogn

isin

g th

at d

esig

n ch

oice

s w

ill in

fluen

ce

wha

t inf

orm

atio

n is

re

trie

ved,

and

how

it m

ay

be in

terp

rete

d an

d us

ed

e.g.

mak

es d

ecis

ions

abo

ut

info

rmat

ion

to b

e ca

ptur

ed

in a

dat

abas

e an

d th

e ki

nds

of r

epor

ts r

equi

red

Use

s di

gita

l too

ls to

ac

cess

and

org

anis

e co

mpl

ex d

ata

and

anal

yse

mul

tiple

sou

rces

of

info

rmat

ion

for

stra

tegi

c pu

rpos

es e

.g. F

ilter

s an

d sy

nthe

sise

s m

eani

ngfu

l in

form

atio

n, p

atte

rns

and

com

mon

aliti

es fr

om

mul

tiple

str

eam

s of

dat

a,

mod

els

com

plex

sce

nari

os



Focu

s A

rea

A N

ovic

e pe

rfor

mer

in

wor

king

in a

di

gita

l wor

ld:

An

Adv

ance

d B

egin

ner

in w

orki

ng

in a

dig

ital w

orld

:

A C

apab

le

perf

orm

er in

w

orki

ng in

a d

igita

l w

orld

:

A P

rofic

ient

pe

rfor

mer

in

wor

king

in a

dig

ital

wor

ld:

An

Expe

rt p

erfo

rmer

in

wor

king

in a

di

gita

l wor

ld:

Man

age

risk

With

gui

danc

e, fo

llow

s se

curi

ty in

stru

ctio

ns

e.g.

sec

urity

pro

cedu

res,

pr

ivac

y re

quire

men

ts

May

nee

d to

be

rem

inde

d to

use

bac

k up

pro

cedu

res

Beg

ins

to r

ecog

nise

di

stin

ctio

ns b

etw

een

pers

onal

and

wor

k re

late

d us

e of

dig

ital d

evic

es,

conn

ectio

ns

Impl

emen

ts b

asic

sec

urity

re

quir

emen

ts r

elat

ed to

ow

n ta

sks

With

ass

ista

nce,

may

re

cogn

ise

som

e is

sues

ab

out t

he tr

ansp

aren

cy

and

acce

ssib

ility

of

info

rmat

ion

rele

vant

to

own

role

Und

erst

ands

the

impo

rtan

ce o

f sec

ure

info

rmat

ion

and

priv

acy

in r

elat

ion

to o

wn

wor

k,

and

begi

ns to

take

pe

rson

al r

espo

nsib

ility

for

iden

tifyi

ng a

nd m

anag

ing

risk

fact

ors

e.g.

Use

s se

curi

ty p

rote

ctio

n an

d ro

utin

ely

back

s up

dat

a

Rec

ogni

ses

som

e is

sues

ab

out t

he tr

ansp

aren

cy

and

acce

ssib

ility

of

info

rmat

ion

in r

elat

ion

to

own

role

, and

som

e of

the

bene

fits

and

draw

back

s of

be

ing

digi

tally

con

nect

ed

to o

ther

s an

d ta

kes

som

e st

eps

to m

anag

e as

soci

ated

ris

ks e

.g.

chec

ks e

mai

l add

ress

es

befo

re s

endi

ng

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s di

gita

l tec

hnol

ogie

s an

d sy

stem

s sa

fely

, le

gally

and

eth

ical

ly

whe

n ga

ther

ing,

sto

ring

, ac

cess

ing

and

shar

ing

info

rmat

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with

a

grow

ing

awar

enes

s of

th

e pe

rman

ence

and

tr

ansp

aren

cy o

f all

activ

ities

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s at

tent

ion

to w

hen,

ho

w a

nd w

hy a

dev

ice

is

conn

ecte

d to

oth

er s

ites,

w

hat i

nfor

mat

ion

is b

eing

pa

ssed

and

whe

ther

it is

pr

otec

ted

Man

ages

and

mai

ntai

ns

files

sec

urel

y in

a v

arie

ty

of s

tora

ge m

edia

and

fo

rmat

s an

d is

beg

inni

ng

to a

ctiv

ely

esta

blis

h,

mai

ntai

n an

d m

onito

r el

ectr

onic

pap

er tr

ails

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ogni

ses

broa

der

posi

tive

and

nega

tive

impl

icat

ions

of n

ew

tech

nolo

gies

for

way

s of

w

orki

ng e

.g. s

yner

gies

and

co

nflic

ts a

ssoc

iate

d w

ith

incr

ease

d tr

ansp

aren

cy,

the

perm

anen

cy o

f rec

ords

, se

lf do

cum

enta

tion

of

wor

k do

ne, l

ocat

ion,

co

llabo

ratio

n, in

tere

sts,

ac

coun

tabi

lity,

onl

ine

profi

les

and

pers

onas

Pay

s cl

ose

atte

ntio

n to

th

e na

ture

of c

onne

ctio

ns,

esta

blis

hing

who

is

dire

ctly

or

indi

rect

ly

linke

d to

who

m a

nd in

w

hat w

ays,

and

eva

luat

ing

asso

ciat

ed b

enefi

ts a

nd

risk

s

Is a

cute

ly a

war

e of

th

e im

port

ance

of

unde

rsta

ndin

g, m

onito

ring

an

d co

ntro

lling

acc

ess

to d

igita

lly s

tore

d an

d tr

ansm

itted

info

rmat

ion


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