Problem solving Role plays Third party reports completed by a supervisor Project and assignment work. Key Competencies in this Unit Level 1 = competence to undertake tasks effectively Level 2 = competence to manage tasks Level 3 = competence to use concepts for evaluating Key Competencies Level Examples Collecting, organizing and analysing information 3 Capture information and data on staff workplace performance Communicating ideas and information 2 Share information about staff performance assessment procedures, etc with staff Planning and organizing activities 2 Schedule staff performance assessment, including interviews and the capturing of evidence Working with others and in teams 2 Liaise with staff to integrate staff performance assessment into normal workplace activities Using mathematical ideas and techniques 1 Manipulate captured data to draw conclusions Solving problems 2 Determine how to assist achieve their optimum workplace performance Using technology 1 Use software programs to generate checklists and to record captured data
Slide Slide No Trainer Class Activity – Discuss Discuss the importance of each piece of information identified in the slide. Slide Slide No Trainer Notes Class Activity – Discuss Discuss the importance of each of information identified in the slide. Slide Slide No Trainer Notes Class Activity – Discuss Discuss the importance of each piece of information identified in the slide. Slide Slide No Trainer Class Activity – Discuss Discuss the importance of each piece of information identified in the slide.
Slide No Trainer Notes Class Activity – Questions How can you tailor performance indicators to meet the of individuals? Which indicators will remain constant amongst all staff? Slide Slide No Trainer Notes Class Activity – Questions What documents are needed? What information would be collected in each? What categories of information would you want to collect? No Trainer Notes Activity – Questions What are the concepts of validity, accuracy, fairness and consistency? Why are they important when conducting assessment? Slide Slide No Trainer Notes Class Activity – Questions
Class Activity – Questions When is this method best used? Slide Slide No Trainer Notes Class Activity – Questions When is this method best used? Slide Slide No Trainer Notes Class Activity – Questions When is this method best used? Slide Slide No Trainer Class Activity – Questions When is this method best used? Slide Slide No Trainer Notes Class Activity – Questions When is this method best used?
Slide Slide No Trainer Class Activity – Discussion Discuss the benefits of counselling as identified in this slide. Slide Slide No Trainer Notes Activity – Discussion Discuss the four reasons why counselling is important. Slide No Trainer Notes Class Activity – Discussion What are some examples under each of these instances? Would you approach them differently? Slide No Trainer Notes Class Activity – Discussion Why are skills important? How should these skills be used to improve counselling? Slide
Slide No Trainer Notes Class Activity – Questions What else would you put into an action plan? Slide No Trainer Class Activity – Discuss barriers Physical barriers – such as tables and intimidating seating arrangements, interruptions to the session, a noisy environment, and people coming and going Non-verbal cues – such as looking at your watch throughout the session, appearing bored and disinterested with proceedings, jiggling your feet or tapping fingers on the desk Pretending to listen – by not active listening techniques, and by using insincere expressions and statements such as “Yes, yes. Oh it must be awful. Poor thing.” Preaching and judging – by making inappropriate statements such as “You have to pull yourself together”, or “All late nights aren’t good for you”, or “When I was your age I always used to …” Talking your own problems – never try to use your own problems as a yardstick or a guide; never compare your problems to those of the interviewee in an attempt to demonstrate how big your problems are and how small the interviewee’s problems are. Slide Slide No Trainer Notes Activity – Discuss barriers Denying feelings – by telling people they shouldn’t ‘feel bad about things’ or ignoring the very obvious feelings they are displaying Being an amateur psychologist – by making ill-informed statements or judgements that only a trained professional is entitled or qualified to make (such as “The trouble with you is you have an arrested adolescence, male aggressive tendencies, repressed hostility etc.” Forcing solutions – by making statements such as “Well, I think you should do …” Playing the role of ‘rescuer’ – through statements such as ‘Look, don’t worry. I’ll take care of it” Playing the role of the super-logical person – by inferring you have generated the only rational view of the situation by making statements such as “Look, you
have no real reason to feel that way because if you take the figures from other departments and compare them to yours for the adjusted year-to-date period …”. Slide Slide No Trainer Notes Class Activity – Questions When is it best to go straight to discipline? What are the steps associated with discipline? Who should conduct a discipline session? Slide No Trainer Notes Class Activity – Questions How can you follow up changes in the workplace? Who should do this? When should it be done? Slide Slide No Trainer Notes Class Activity – Discussion. Discuss the importance of following up. Slide Slide No Trainer Notes Class Activity – Questions is the best method?