The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Promote the program vision
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Maintain alignment of the program vision with the sponsoring organisation mission and values Completed |
Evidence:
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Conduct ongoing negotiations with stakeholders to maintain program vision Completed |
Evidence:
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Demonstrate commitment to the program vision Completed |
Evidence:
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Build an environment of confidence and trust within the program
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Treat stakeholders fairly and equitably Completed |
Evidence:
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Encourage and facilitate open discussion Completed |
Evidence:
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Manage differences constructively Completed |
Evidence:
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Attend to issues and concerns in a timely manner Completed |
Evidence:
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Choose and apply interpersonal and leadership styles based on the circumstances Completed |
Evidence:
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Honour realistic personal commitments Completed |
Evidence:
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Embed socially responsible practice into the program
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Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders Completed |
Evidence:
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Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation Completed |
Evidence:
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Identify and address threats to socially responsible practice within the program Completed |
Evidence:
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Develop the potential of program staff
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Establish individual behavioural expectations for constituent project managers Completed |
Evidence:
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Define, document and communicate agreed individual program roles Completed |
Evidence:
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Encourage desirable behaviours and discourage undesirable behaviours Completed |
Evidence:
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Support a learning environment
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View program planning and program plan implementation as a learning process Completed |
Evidence:
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Treat errors, mistakes and expressed concerns as learning opportunities Completed |
Evidence:
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Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge Completed |
Evidence:
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Implement program knowledge as planned Completed |
Evidence:
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Encourage reflection on and review of practice as a basis for learning Completed |
Evidence:
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