This topic will take a broad view on how to maintain and enhance practice for a professional working in the training and assessment field. Nevertheless, as part of advanced learning the topic will stress the importance of professional development from a perspective of those moving into management or a leadership role within a field of expertise.
Professional development for educators at all levels of applied practice and employment has to extend beyond off-the-job, structured education as the only way to enhance professional development and practice. Both research and the trend in larger corporations towards talent development increasingly suggest the importance of on-the-job learning, professional networks and self-directed learning as options for development of competence for training and assessment professionals.
Improved pathways into future learning and careers are also being enhanced where a more balance approach has been achieved in professional development.
This topic is an applied one. While it will cover all the key issues, it will provide a series of activities that will generate the cornerstone for your own professional development plan.
This unit specifies the competency required for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and/or assessment services
Element |
Performance Criteria |
Elements define the critical outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. |
• Model high standards of performance |
1.1 |
Personal performance is consistent with the organisation's goals and objectives |
1.2 |
Appropriate professional techniques and strategies are modelled |
1.3 |
Personal work goals and plans reflect individual responsibilities and accountabilities in accordance with organisational/legal requirements |
1.4 |
Ethical and inclusive practices are applied in professional practice |
• Determine personal development needs |
2.1 |
Personal knowledge and skills are assessed against units of competency and other relevant benchmarks to determine development needs and priorities |
2.2 |
Changes in vocational education and training policy and operating environments are identified and the impact on professional practice and personal development needs is determined |
2.3 |
Feedback from colleagues and clients is used to identify personal learning needs/areas of professional development |
2.4 |
Future career options are identified |
2.5 |
Personal learning needs are documented and updated |
2.6 |
Personal development needs are discussed with relevant personnel for inclusion in the professional development plan |
• Participate in professional development activities |
3.1 |
Development opportunities suitable to personal learning style/s are selected and used to support continuous learning and maintain currency of professional practice |
3.2 |
Professional networks are participated in to support continuous learning and to maintain professional practice |
3.3 |
Own performance and professional competency is continuously improved through engagement in professional development activities |
3.4 |
Technology is used to maintain regular communication with relevant networks, organisations and individuals |
• Reflect on and evaluate professional practice |
4.1 |
Developments and trends impacting on professional practice are researched and integrated into work performance |
4.2 |
Feedback from colleagues/clients is used to identify and introduce improvements in work performance |
4.3 |
Innovative and responsive approaches for improving professional practice are identified through the use of continuous improvement techniques and processes |
4.4 |
Records, reports and recommendations for improvement are managed within the organisation's systems and processes |
