CORE SKILLS FOR WORK DEVELOPMENTAL FRAMEWORK · PDF fileDepartment of Industry, ... The Core...
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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.
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
Core Skills for Work | The Framework | 2
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).
Core Skills for Work | The Framework | 3
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
Core Skills for Work | The Framework | 4
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
Core Skills for Work | The Framework | 5
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.
Core Skills for Work | The Framework | 6
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.
Core Skills for Work | The Framework | 7
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.
Core Skills for Work | The Framework | 8
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).
Core Skills for Work | The Framework | 9
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
Core Skills for Work | The Framework | 10
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.
Core Skills for Work | The Framework | 11
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.
Core Skills for Work | The Framework | 12
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)
Core Skills for Work | The Framework | 13
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.
Core Skills for Work | The Framework | 14
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).
Core Skills for Work | The Framework | 15
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.
Core Skills for Work | The Framework | 16
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.
Core Skills for Work | The Framework | 17
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
Core Skills for Work | The Framework | 18
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)
Core Skills for Work | The Framework | 19
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)
Core Skills for Work | The Framework | 20
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.
Core Skills for Work | The Framework | 21
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
Core Skills for Work | The Framework | 22
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)
Core Skills for Work | The Framework | 23
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)
Core Skills for Work | The Framework | 24
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.
Core Skills for Work | The Framework | 25
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
Core Skills for Work | The Framework | 26
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)
Core Skills for Work | The Framework | 27
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
PERFORMANCE FEATURES TABLE 2A – COMMUNICATE FOR WORK (Continued)
Core Skills for Work | The Framework | 28
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
PERFORMANCE FEATURES TABLE 2A – COMMUNICATE FOR WORK (Continued)
Core Skills for Work | The Framework | 29
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.
Core Skills for Work | The Framework | 30
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
Core Skills for Work | The Framework | 31
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)
Core Skills for Work | The Framework | 32
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
PERFORMANCE FEATURES TABLE 2B – CONNECT AND WORK WITH OTHERS (Continued)
Core Skills for Work | The Framework | 33
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
PERFORMANCE FEATURES TABLE 2B – CONNECT AND WORK WITH OTHERS (Continued)
Core Skills for Work | The Framework | 34
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.
Core Skills for Work | The Framework | 35
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
Core Skills for Work | The Framework | 36
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)
Core Skills for Work | The Framework | 37
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
PERFORMANCE FEATURES TABLE 2C – RECOGNISE AND UTILISE DIVERSE PERSPECTIVES (Continued)
Core Skills for Work | The Framework | 38
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
PERFORMANCE FEATURES TABLE 2C – RECOGNISE AND UTILISE DIVERSE PERSPECTIVES (Continued)
Core Skills for Work | The Framework | 39
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.
Core Skills for Work | The Framework | 40
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
Core Skills for Work | The Framework | 41
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)
Core Skills for Work | The Framework | 42
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)
Core Skills for Work | The Framework | 43
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.
Core Skills for Work | The Framework | 44
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
Core Skills for Work | The Framework | 45
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)
Core Skills for Work | The Framework | 46
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.
Core Skills for Work | The Framework | 47
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
Core Skills for Work | The Framework | 48
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)
Core Skills for Work | The Framework | 49
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)
Core Skills for Work | The Framework | 50
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.
Core Skills for Work | The Framework | 51
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
Core Skills for Work | The Framework | 52
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)
Core Skills for Work | The Framework | 53
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)
Core Skills for Work | The Framework | 54
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.
Core Skills for Work | The Framework | 55
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
Core Skills for Work | The Framework | 56
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)
Core Skills for Work | The Framework | 57
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
PERFORMANCE FEATURES TABLE 3E – WORK IN A DIGITAL WORLD (Continued)
Core Skills for Work | The Framework | 58
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
Use
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
ion,
with
a
grow
ing
awar
enes
s of
th
e pe
rman
ence
and
tr
ansp
aren
cy o
f all
activ
ities
Pay
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
Rec
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
PERFORMANCE FEATURES TABLE 3E – WORK IN A DIGITAL WORLD (Continued)