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In work, whether it is paid, unpaid or voluntary, individuals are expected to accept responsibility for planning and organising their own work activities. All organisations rely on their members to carry out functions and tasks in a way that contributes to defined and desired outcomes. In some cases, this means responding to a clear and simple instruction to complete a routine task. In others, it includes initiating, planning and monitoring the activity, and evaluating one's own performance. Planning and Organising Activities encompasses the capacities applicable across the range of such activities.
The competency incorporates the capacity to be responsible for completion of an activity, or some element of an activity. It involves monitoring one's own performance to ensure that it is in keeping with guidelines or instructions. It also involves ensuring that the work is linked with other work being done through effective communication, reporting and recording.
Applications of this Key Competency can be found in all forms of work. Some work settings are highly structured with lines of responsibility, authority positions and supervisory roles. Organisational structures of other settings are much less formal and are determined by continuing processes of negotiation and collaboration between participants. However, across this range of settings individuals must accept responsibility for the management of their work.
In further and higher education the capacities encompassed by this Key Competency are particularly applicable. Being able to plan and organise one's own study, undertake tasks independently and maintain the integrity of one's own work among competing demands are likely to lead to enriched and satisfying learning experiences.
Planning and Organising Activities focuses on the capacity to plan and organise one's own work activities, including making good use of time and resources, sorting out priorities and monitoring one's own One of the major ideas in the Key Competency is the management of an activity with a degree of independence. The term 'independence' is not used to mean 'alone'. It relates more to the individual's capacity for autonomy of thought and action, a capacity which is applied when working alone or in team or group settings. Managing an activity includes being able to clarify the purpose and objectives of an activity, set up the conditions for effective work, maintain focus on the task and complete a task or activity. It usually involves determining priorities and appropriate process. In some instances what constitutes a well managed activity, effective work practices or a complete activity is reasonably explicit and tangible. For example, it is quite clear when the activity, 'delivering newsletters to everyone on a mailing list', is complete. In other situations this is not the case, and the individual is responsible for monitoring work flow within more broadly established boundaries. For example, effective planning and organisation in a busy office requires continuous monitoring of the efficiency of the work flow.
The ability to reflect upon and evaluate one's own work performance, particularly in terms of work quality, is another important emphasis in this Key Competency. In some instances this means checking the quality of work against predetermined criteria. But it also includes evaluation of the use of time and self in relation to completing an activity. For example, in manufacturing, tolerances, rate of production and error rates are some of the criteria by which outcomes are judged. In other instances it means the capacity to reflect on what constitutes 'good work' and to establish criteria by which 'good work' is judged. Also included here is the ability to cope with contingencies. In some instances this means recognising when the limit of the process has been reached and there is a need for wider assistance to be sought. In other instances it may mean maximising the outcomes within the given circumstances.
This Key Competency also encompasses the effect of broader social and ethical considerations on how work is planned and organised. This includes the personal responsibilities which apply to self and self management. In some instances, such as occupational health and safety and some aspects of equality of opportunity, there are guidelines which may be applicable. More specifically, within a corporation the requirements of strategic plans and mission statements need to be translated into work priorities. Other instances require the capacity to establish or interpret the principles which underpin these broader aspects of work and to use them to determine how work should be planned, organised, conducted and evaluated. For example, in the emerging context of work, accommodation of differing perspectives arising from cultural background forms an essential component of planning and organising activities.
In summary, Planning and Organising Activities involves:
- management of priorities and process;
- evaluation of performance and process in planning and organising activities;
- responsiveness to factors which affect priorities.
At Performance Level l, the primary focus of Planning and Organising Activities is the completion of activities which are guided by explicit instructions or by procedures for which common usage provides strong guidance. It includes the full process of planning and organising for effective completion. Performance Level 2 focuses on the completion of work processes which incorporate several related activities and require coordination and management. It includes taking action to enhance the efficacy of the processes and to ensure the quality of the outcomes. At Performance Level the primary focus is the establishment and use of principles of effective work organisation in the planning and organising of work processes. A theme which underpins all levels is the management of self in relation to the activity, its planning and its organisation.
PERFORMANCE LEVEL 1
At this level a person:
- establishes and maintains focus in completing a defined activity; and
- checks process and outcomes against predetermined criteria for quality and completion; and
- clarifies and uses established priorities.
PERFORMANCE LEVEL 2
At this level a person:
- coordinates and manages processes to achieve defined objectives; and
- maximises quality of outcomes and process; and
- establishes effective work priorities.
PERFORMANCE LEVEL 3
At this level a person:
- incorporates strategic goals into the planning and organisation of own work; and
- incorporates criteria for quality and efficacy of outcome into the planning and organisation of own work; and
- incorporates goals, plans and priorities of a strategic nature into planning and organisation of own work.
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