MDL 15

Based on August 2012GC Occupational standard
Module Title: planning skill developments

TTLM Code: EISBCW1TTLM0919V1
This module includes the following Learning

Guides
LG52: Seek advice on future career directions
LG Code: EIS BCW1 MO 15 LO-1 LG-52
LG53: Conduct self-assessment of skills
LG54: Prepare portfolio of evidence
Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

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Instruction Sheet LG52: Seek advice on future career directions
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics:
 Identifying possible Career directions in organization
 Identifying and prioritizing personal work goals
 Discussing future work/career directions with appropriate people
 Taking into account personal values and attitudes regarding work and
business in planning future work directions
 Identifying additional skills required
 determining appropriate methods to acquire skills
This guide will also assist you to attain the learning outcome stated in the cove page.
Specifically, upon completion of this Learning Guide, you will be able to:
 Identify possible Career directions in organization
 Identify and prioritizing personal work goals
 Discuss future work/career directions with appropriate people
 Take into account personal values and attitudes regarding work

and business in planning future work directions
 Identify additional skills required
 determine appropriate methods to acquire skills

Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described below 3 to 6.
3. Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet
4”.
4. Accomplish the “Self-check 1, Self-check t 2, Self-check 3 and Self-check 4” in page
-6, 9, 12 and 14 respectively.

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5. If you earned a satisfactory evaluation from the “Self-check” proceed to “Operation
Sheet 1, Operation Sheet 2 and Operation Sheet 3 ”in page -15.
6. Do the “LAP test” in page – 16 (if you are ready).
Lo1:Information Sheet-1 Identifying possible Career directions in organization
1.1 Identifying possible Career directions in organization
Where to start
Not sure about what you want to do? Your first step is to understand who you are and
what you want - both from your work and your life. Here are some key questions you
can ask yourself to help decide on your next steps.
Who am I?
Whether your mid-career or still in study, you need to approach any career move in the
same way. Your first step is to understand who you are and what you want - both from
your work and your life
Consider your interests, skills, values and qualities. You should also ask yourself:
 What am I good at?

 What do I like to do in my spare time?
 What have I achieved already?
 What things am I passionate about?
Use our online quizzes and tools to help get started. They'll help you to understand
what's important to you, and give you some ideas for where your career should head
next.
You don't have to do all the activities, just those that seem most useful to you now. You
can print off your answers, or save most of your results and information to our website.

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Review your interests
Looking at the broad areas of work that interest you is an important first step when
planning your career or thinking of making changes to it. Take these interests into
account when considering jobs or study. If you are able to find an environment that suits
your interests, you are likely to be happier in what you do.
Review your values
Your personal values can play a part in your career decisions. Knowing what is
important to you in a job can help you narrow down your career options. And finding a
career that fits with your values can help you feel more satisfied in your work.
Review your skills
Working out what skills you have, then matching them to different jobs, can open up
career options you may never have thought of.
Think of broad areas of skills, and what level of skill you have in each area. Then try to
think of examples of how you have used those skills at work, or in some other area of
your life.
Where am I?
The people around you and your personal circumstances also play a part in your career
choices. Being aware of this will help you in your decision-making.
Things to consider include:
 Family expectations - perhaps your parents have a strong opinion about

what career you should pursue, or want you to follow a course that they
think will make you the best person you can be.
 Your commitments outside work - this could include anything from sporting
or community group activities that mean you have to be free at certain

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times, to family commitments such as needing to look after or financially
support family members.
 Where you are in your career journey - if you’re just starting out, you may
be willing to spend more time and effort on training or studying than
if you’ve been working for 15 years already. Knowing where you're at, and
what you're willing to commit, will help you with your career decisions.
 Obstacles or challenges you might face - these may be big or small.

Maybe you feel your age is a barrier to moving into a new job, or maybe
you live in a rural area, so have fewer training or study options.
Where do I want to be?
Where do you see yourself in five years’ time, and beyond? What do you want to be
doing, and what do you want to be like as a person? Knowing this can affect your
choices, for example:
 Do you want a job that earns you a lot of money?

 Do you want a job that will allow you a certain amount of free time, so you can
continue to take part in other activities?
 Do you like being in charge, giving advice, or having people come to you for
help?
Thinking about the type of thing that you want to be doing will help you with your career
ideas, but so will thinking about how you will get there. What’s involved in getting to the
place that you want to go? Are you prepared to take the necessary steps to get there?
For example, do you have the drive to devote yourself to a long training period? Can
you afford to not be working while you study toward your goal? Can you put in the long
hours needed to be successful in certain types of jobs

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Where can I go for help?
Once you’ve explored your own ideas about yourself, and narrowed down some career
options, it’s good to talk through your thoughts with others. Bouncing your ideas off
someone else can help things become clearer to you.
Other people may also have some insights into your character or situation that you had
not considered.
 Talk to people who know you well and who you can trust. Ask them
what they think are your strengths and skills. These may include family,
friends, church leaders, teachers.
 If you have a part-time job, or if you do volunteer work, think about
asking your employer what parts of the job they think you do well.
 These people may even have career suggestions based on what they
know of you.
Remember, you can revisit these steps at any time, as no career decision you make is
ever permanent. You'll always have options, and as your life changes you may find that
what you want from your career changes.
Lo1:Self-Check -1 Written Test
Directions: Answer all the questions listed below. Use the Answer sheet provided in
the next page:
1.which one of the following is knowing this can affect your choices?
A. earns you a lot of money

B. to take part in other activities
C. A and B
D. All

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Lo1:Information Sheet-2 Identifying and prioritizing personal work goals
2.1 Identifying and prioritizing personal work goals
Many people feel as if they're adrift in the world. They work hard, but they don't seem to
get anywhere worthwhile.
A key reason that they feel this way is that they haven't spent enough time thinking
about what they want from life, and haven't set themselves formal goals. After all, would
you set out on a major journey with no real idea of your destination? Probably not!
Goal setting is a powerful process for thinking about your ideal future, and for motivating
yourself to turn your vision of this future into reality.
The process of setting goals helps you choose where you want to go in life. By knowing
precisely what you want to achieve, you know where you have to concentrate your
efforts. You'll also quickly spot the distractions that can, so easily, lead you astray.
Why Set Goals?
Goal setting is used by top-level athletes, successful business-people and achievers in

all fields. Setting goals gives you long-term vision and short-term motivation. It focuses
your acquisition of knowledge, and helps you to organize your time and your resources
so that you can make the very most of your life.
By setting sharp, clearly defined goals, you can measure and take pride in the
achievement of those goals, and you'll see forward progress in what might previously
have seemed a long pointless grind. You will also raise your self-confidence , as you
recognize your own ability and competence in achieving the goals that you've set.
2.2 Starting to Set Personal Goals
You set your goals on a number of levels:

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 First you create your "big picture" of what you want to do with your life (or over,
say, the next 10 years), and identify the large-scale goals that you want to
achieve.
 Then, you break these down into the smaller and smaller targets that you must hit
to reach your lifetime goals.
 Finally, once you have your plan, you start working on it to achieve these goals.
This is why we start the process of goal setting by looking at your lifetime goals. Then,
we work down to the things that you can do in, say, the next five years, then next year,
next month, next week, and today, to start moving towards them.
the next page:
1. List the Starting to Set Personal Goals? 10 points
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Lo1:Information Sheet-3 Discussing future work/career directions with appropriate people
3.1 Discussing future work/career directions with appropriate people

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appropriate people may include:
 assessors
 colleagues
 mentors
 supervisors
 trainers
The first step in setting personal goals is to consider what you want to achieve in your
lifetime (or at least, by a significant and distant age in the future). Setting lifetime goals
gives you the overall perspective that shapes all other aspects of yourdecision making.
3.2 categories of your own
To give a broad, balanced coverage of all important areas in your life, try to set
goals in some of the following categories (or in other categories of your own,
where these are important to you):
 Career – What level do you want to reach in your career, or what do you want to
achieve?
 Financial – How much do you want to earn, by what stage? How is this related to
your career goals?
 Education – Is there any knowledge you want to acquire in particular? What
information and skills will you need to have in order to achieve other goals?
 Family – Do you want to be a parent? If so, how are you going to be a good
parent? How do you want to be seen by a partner or by members of your
extended family?
 Artistic – Do you want to achieve any artistic goals?
 Attitude – Is any part of your mindset holding you back? Is there any part of the
way that you behave that upsets you? (If so, set a goal to improve your behavior
or find a solution to the problem.)
 Physical – Are there any athletic goals that you want to achieve, or do you want
good health deep into old age? What steps are you going to take to achieve this?
 Pleasure – How do you want to enjoy yourself? (You should ensure that some of
your life is for you!)
 Public Service – Do you want to make the world a better place? If so, how?

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Spend some time brainstorming these things, and then select one or more goals in
each category that best reflect what you want to do. Then consider trimming again so
that you have a small number of really significant goals that you can focus on.
As you do this, make sure that the goals that you have set are ones that you genuinely
want to achieve, not ones that your parents, family, or employers might want. (If you
have a partner, you probably want to consider what he or she wants – however, make
sure that
you also remain true to yourself!)
the next page:
1. List the categories of your own? 10 points.
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Taking into account personal values and attitudes regarding work and
Lo1:Information Sheet-4
4.1 Taking into account personal values and attitudes regarding work and
Methods to acquire additional skills may include:

 attendance at workshop or demonstration
 formal course participation
 on-the-job coaching or mentoring
 work experience
Once you have set your lifetime goals, set a five-year plan of smaller goals that you
need to complete if you are to reach your lifetime plan.
Then create a one-year plan, six-month plan, and a one-month plan of progressively
smaller goals that you should reach to achieve your lifetime goals. Each of these should
be based on the previous plan.
Then create a daily To-Do List of things that you should do today to work towards
your lifetime goals.
At an early stage, your smaller goals might be to read books and gather information on
the achievement of your higher level goals. This will help you to improve the quality and
realism of your goal setting.

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Finally review your plans, and make sure that they fit the way in which you want to live
your life.
Staying on Course
Once you've decided on your first set of goals, keep the processes going by reviewing
and updating your To-Do List on a daily basis.
Periodically review the longer term plans, and modify them to reflect your changing
priorities and experience. (A good way of doing this is to schedule regular, repeating
reviews using a computer-based diary.)
4.3 SMART Goals
A useful way of making goals more powerful is to use the SMART mnemonic. While
there are plenty of variants (some of which we've included in parenthesis), SMART
usually stands for:
 S – Specific (or Significant).

 M – Measurable (or Meaningful).
 A – Attainable (or Action-Oriented).
 R – Relevant (or Rewarding).
 T – Time-bound (or Trackable).
For example, instead of having "to sail around the world" as a goal, it's more powerful to
say "To have completed my trip around the world by December 31, 2015." Obviously,
this will only be attainable if a lot of preparation has been completed beforehand!
4.4 Further Goal Setting Tips
The following broad guidelines will help you to set effective, achievable goals:
 State each goal as a positive statement – Express your goals positively –

"Execute this technique well" is a much better goal than "Don't make this stupid
mistake."

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 Be precise: Set precise goals, putting in dates, times and amounts so that you
can measure achievement. If you do this, you'll know exactly when you have
achieved the goal, and can take complete satisfaction from having achieved it.
 Set priorities – When you have several goals, give each a priority. This helps
you to avoid feeling overwhelmed by having too many goals, and helps to direct
your attention to the most important ones.
 Write goals down – This crystallizes them and gives them more force.
 Keep operational goals small – Keep the low-level goals that you're working
towards small and achievable. If a goal is too large, then it can seem that you are
not making progress towards it. Keeping goals small and incremental gives more
opportunities for reward.
 Set performance goals, not outcome goals – You should take care to set goals
over which you have as much control as possible. It can be quite dispiriting to fail
to achieve a personal goal for reasons beyond your control!
4.5 Achieving Goals
When you've achieved a goal, take the time to enjoy the satisfaction of having done so.
Absorb the implications of the goal achievement, and observe the progress that you've
made towards other goals.
If the goal was a significant one, reward yourself appropriately. All of this helps you build
the self-confidence you deserve.
With the experience of having achieved this goal, review the rest of your goal plans:
 If you achieved the goal too easily, make your next goal harder.
 If the goal took a dispiriting length of time to achieve, make the next goal a little
easier.
 If you learned something that would lead you to change other goals, do so.
 If you noticed a deficit in your skills despite achieving the goal, decide whether to
set goals to fix this.

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Goal Setting Example
For her New Year's Resolution, Susan has decided to think about what she really wants
to do with her life.
Her lifetime goals are as follows:
 Career – "To be managing editor of the magazine that I work for."

 Artistic – "To keep working on my illustration skills. Ultimately I want to have my
own show in our downtown gallery."
 Physical – "To run a marathon."
Now that Susan has listed her lifetime goals, she then breaks down each one into
smaller, more manageable goals.
Let's take a closer look at how she might break down her lifetime career goal –
becoming managing editor of her magazine:
 Five-year goal: "Become deputy editor."

 One-year goal: "Volunteer for projects that the current Managing Editor is
heading up."
 Six-month goal: "Go back to school and finish my journalism degree."
 One-month goal: "Talk to the current managing editor to determine what
skills are needed to do the job."
 One-week goal: "Book the meeting with the Managing Editor."
the next page:
1. List and Define Further Goal Setting Tips? 10 points
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Information Sheet-5 Identifying additional skills required
5.1 Identifying additional skills required
In order to acquire new knowledge, students need to be able to make sense of new
information. Often, students need specific skills that can help them do this. These skills
or learning strategies (e.g., note-taking, outlining, learning information from a
text, library reference skills) are "technical methods of studying" that helps us process,
and ultimately retain, information. (Bos& Vaughn, 1998, taken from Lock, 1981 (p. 305)

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Students also benefit from teacher intervention and instruction that models the use of
learning strategies and helps make new information more accessible to all students.
Teachers can use instructional techniques that will complement the strategies students
are learning to use on their own. This combined approach will reinforce concepts and
foster the confidence all students need to continue meeting the learning challenges they
face.
5.2 Methods to acquire additional skills may include:
 attendance at workshop or demonstration

 formal course participation
 on-the-job coaching or mentoring
 work experience
Self-Check -5 Written Test
the next page:
1. List the methods to acquire additional skills? 10 points

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Information Sheet-6 determining appropriate method/s to acquire skills
6.1 determining appropriate method/s to acquire skills
So, have you reached a decision on what you want to do? If you have made a decision,
you now need to research that decision to ensure you can achieve it. If you have not
made a decision, you still have to research your range of options to see if they are
achievable.
A plan of attack
Once you've done the hard yards and decided on a career direction, you next have to
plan how you're going to get there. For example, you might plan to do a course at
university, followed by several years of full-time employment before undertaking a post-
graduate degree in a specialist area. Your plan needs to cover how you're going to get
to university or other type of college if you don't yet have the pre-requisites or grades
required for the course you want to do, and how you're going to support yourself while
you're there.
You must be prepared to be flexible. You might find you get the opportunity to live and
travel overseas, meaning a change of plan. Or, as you get older and experience new
things, you might want to change your career direction in line with your new interests.
Remember, changing your mind is perfectly OK. The earlier in life you make these
changes, the longer you have to steer in your new direction.

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the next page:
1. determining appropriate method/s to acquire skills? 10 points

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Instruction Sheet LG53: Conducting self-assessment of skills
 Identifying work, life and study Experiences relating to business
 Assessing current SKA against a checklist of relevant competencies
 Discussing results of self-assessment with trainer or assessor
 Identifying further skills development needs
This guide will also assist you to attain the learning outcome stated in the cover
page. Specifically, upon completion of this Learning Guide, you will be able to:
 Identify work, life and study Experiences relating to business
 Assess current SKA against a checklist of relevant competencies
 Discuss results of self-assessment with trainer or assessor
 Identify further skills development needs
2. Follow the instructions described below 3 to 6.
3. Read the information written in the information “Sheet 1, Sheet 2, Sheet 3 and Sheet
4”.
4. Accomplish the “Self-check 1, Self-check t 2, Self-check 3 and Self-check 4” in page
-6, 9, 12 and 14 respectively.
5. If you earned a satisfactory evaluation from the “Self-check” proceed to “Operation
Sheet 1, Operation Sheet 2 and Operation Sheet 3 ”in page -15.
6. Do the “LAP test” in page – 16 (if you are ready).

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Information Sheet- 1 Identifying work, life and study Experiences relating to business
1.1 Identifying work, life and study Experiences relating to business
Experiences relating to business may include:
 family responsibilities
 study including formal or informal learning
 volunteer or recreational experience
 work experience
What Is a Self-Assessment?
A self-assessment is the first step in the Career Planning Process. During it one uses a
variety of tools, sometimes erroneously referred to as career tests, to gather information
about himself or herself. The purpose of obtaining this data is to use it to find
occupations that are a good fit for the individual. People sometimes work with career
development professionals who can help them with this.
1.2 Types Anatomy of a Self-Assessment
In order to be effective, a self-assessment must take into account an individual's values,

interests, personality and aptitudes. Let's take a look at the types of tools you can use to
accomplish this.
 Value Inventories
Value inventories measure how important different values are to you. Examples of
these values, which play an important role in one's job satisfaction, include
autonomy, prestige, security, interpersonal relationships, helping others, flexible work
schedule, outdoor work, leisure time and high salary.
 Interest Inventories
The questions in an interest inventory ask about your likes and dislikes regarding
various activities. The premise of this self-assessment tool is that people who share

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similar interests will also enjoy the same type of work. Examples of interests are
reading, running, playing golf and knitting.
 Personality Inventories
A personality inventory looks at an individual's traits, motivational drives, needs and
attitudes. A very popular one is The Myers-Briggs Type Indicator (MBTI). A qualified
person such a career development professional or psychologist must administer it.
 Aptitude Assessment
Aptitude tests can help you figure out what your natural talents are. One may have an
aptitude for math or writing or may have manual dexterity or good spatial abilities, for
example. It is important to keep in mind that even if you have an aptitude for
something, that doesn't mean you will automatically like it. When you are choosing a
career, pick one that requires skills that you have and that you enjoy using.
People rarely start out in any career or job with all of the skills, experience, & knowledge
they need to truly excel in that position. But by conducting self-assessment exercises,
you can establish your baseline early. This will help you see where your strengths lie,
what your weaknesses are, and to plan ahead so you can prepare for your promotion
potential or make yourself more saleable in future job hunting.
If you are interested in changing careers, you can research what credentials are needed
for the new career direction, match them to your most recent self-assessment, then look
to fill in gaps by gaining the needed education, training, and experience.
There are 2 common uses of self-assessment:
 As a reference to career planning (the topic of this article). It focuses on a

person’s values, interests, skills, experience, education, accomplishments, and
goals.
 As an evaluation of how either an organization or a person in the organization
functions over a period of time.
A self-assessment is NOT a test that will tell you outright what career or job is right for
you. Rather, it is a set of tools, focusing on everything from personality to job skills, to
help steer you in a direction in which you could likely be successful. The tools include
self- or professionally administered evaluations through online, agencies or books.

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(Military installation education offices often have computer-assisted
guidance assessment tools available.
Self – Check- 1 Written Test
Name: ____________________ Date: _________________
Instruction: Answer all the questions listed below, if you have some clarifications- feel
free to ask your teacher.
1. List and Explain types anatomy of a Self-Assessment? 1o points

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Information Sheet- 2 Assessing current SKA against a checklist of relevant competencies
2.1 Assessing current SKA against a checklist of relevant competencies

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Check list may include:
 personal skills and attributes

 practical skills
 strengths and weaknesses
Relevant competencies may include:

 academic results
 interpersonal skills
 organization skills
 personal attributes
 personal skills
 e.g. demonstrated leadership
 team work
 practical skills directly related to a workplace
Training needs can be sorted broadly into three types
 those you can anticipate

 those that arise from monitoring
 those which result from unexpected problems.
2.2 Ensure that the identification of training needs is integrated across the
organization
1. Training Needs
Training needs discovered in one department are likely to exist in others. It is pointless
for individual managers to throw their own limited resources at each problem as it
arises, duplicating efforts and dissipating energy. Most organizations have a personnel
function which organizes training delivery. You may not be the person responsible for
coordinating the system, but you have an important role to play in collecting the best

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information you can on the training needs of the people who work for you and passing it
up the line. At the very least, liaise with other managers to aggregate training needs
information, so that a range of appropriate training and development activities can be
planned.
2. Anticipate future needs
Training needs often appear at the organizational or activity level. For example, the
arrival of a new office or workshop equipment may well have training implications for
everyone using it. Alternatively, an organization that decides to enhance its level of
customer service as part of a corporate strategy knows that a program of training and
development is essential for its success.
3. Develop monitoring techniques
Some training needs can go unnoticed because they creep up on the organization
gradually. Active monitoring systems are essential to spot these and can make a
valuable contribution to the process of collecting information on performance gaps and
training needs.
Variance analysis is one approach to monitoring. This sounds technical but is a simple
tool used by managers to monitor budgets. It translates neatly to the identification of
training needs. When a budget is agreed, expected monthly expenditure is detailed. Any
major variance from the forecast - upwards or downwards - triggers an investigation into
why it happened and what the implications will be.
In TNA, the budget numbers are replaced by performance standards and indicators
which are as specific as possible. It could be, for instance, that even in a 'soft' issue like
customer satisfaction, a standard can be set that says 95% of customers feel they
received excellent service (the 5% allows for the small number who will always find
fault, and those who always rate an experience as less than 100%, on principle).
Carrying out customer satisfaction surveys allows you to measure any deviation.
Asking questions at appraisal interviews can act as a form of survey, as the same
issues are being addressed throughout the organization. Identifying training needs is
one purpose of appraisal.

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In addition to training needs that emerge as a result of an appraisal interview, a
worthwhile approach to investigating one-off problems is to interview staff and
customers. Regularly ask a random sample of people for their views on the same set of
questions relating to general performance - for instance customer satisfaction levels.
4. Investigate unexpected problems with care
Monitoring will indicate where gaps and problems exist. However, it is possible to make
the wrong assumption when faced with a particular set of circumstances. For instance,
unusually rapid staff turnover in a small section may lead to a conclusion that unsocial
hours worked there are the issue. However, staff exit interviews may indicate that
turnover is a result of cramped working conditions and poor ventilation – issues that
training cannot resolve, even though the monitoring process has helped identify the
problem.
Name: ____________________ Date: _________________
1. List and Explain Ensure that the identification of training needs is integrated across
the organization? 1o points
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Information Sheet- 3 Discussing results of self-assessment with trainer or assessor
3.1 Discussing results of self-assessment with trainer or assessor

When to Conduct a Self-Assessment
You need to re-evaluate yourself periodically. Typical times to do this include:
 After significant progression in your experience level, training or education.

 When you start considering a major change in your career direction. As
mentioned above, this can help you fill in gaps to help you make that career
change.
 Any time a job, promotion, or employer change is possible, you need to
understand your potential to meet the demands of the new position. A self-
assessment can help in that preparation.
Using Self-Assessment Results for the Transition
Once a transition is considered, your self-assessment results will play an important role
in tasks and events that will take place in making the change. First, make sure that
your 3 matches what you are qualified for. Then, once in the hiring process, an
employer will want to know why they should hire you. You have to be able to provide
them with that answer.
With a comprehensive understanding of your make-up, abilities and accomplishments,

especially as these relate to the job position opening being considered, you can better
develop a compelling cover letter and a great resume, which can lead to a fruitful
interview and eventual job offer. Don’t underestimate the value of self-assessments.
The results they deliver make all the difference in your cover letter, resume and job
interviews. And the interview is what is going to get you the job, so you need to be clear
and confident about what you say.
Help yourself be part of the top 10% by conducting a self-assessment and get to know
yourself!

Agency Sept. 2019
3.2 Identifying training needs
Training is the process of gaining skills (competencies) and knowledge to perform an

activity effectively. Training usually has a practical focus.
Rarely does someone walk into a job with all the skills, knowledge and attributes
required to do their work to an optimum level from day one. Often there is a requirement
for some form of
training or knowledge development. Training and development is also useful to up-skill

your existing employees into higher positions or to take on different roles in your
business.
Training needs analysis (TNA)

Training is an investment in your business and can lead to increased productivity,
enthusiastic staff, higher morale, increased profit and a positive business reputation.
You will need to determine what training employees need, particularly new employees,
to ensure that they are able to complete the work you need them to do. This process is
commonly referred to as a training needs analysis (TNA).
A TNA will help you to identify what training might be required to bridge the gap
between an employee’s current skill level and the skill level that you need them to
have. To make sure your training investment is properly targeted, consider:
 the role of each staff member and what you want them to achieve and contribute to
your business; and
 whether each staff member has the skills and knowledge to do what you need them
to do. If not, identify what skills or knowledge they need and put in place training in
these areas to up skill them
A training need is a shortage of skills or abilities, which could be reduced oreliminated

by means of training and development. Training needs hinder employees in the
fulfillment of their job responsibilities or prevent an organization from achieving its
objectives. They may be caused by a lack of skills, knowledge or understanding, or
arise from a change in the workplace.

Agency Sept. 2019
Training needs analysis identifies training needs at employee, departmental or
organizational level in order to help the organization to perform effectively. The aim of
training needs analysis is to ensure that training addresses existing problems, is tailored
to organizational objectives, and is delivered in an effective and cost-efficient manner.
3.3 Training needs analysis involves:
 monitoring current performance using techniques such as observation, interviews

and questionnaires
 anticipating future shortfalls or problems
 identifying the type and level of training required and analyzing how this can best be
provided.
Name: ____________________ Date: _________________
1. What are the training needs analysis? 5 points

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Information Sheet- 4 Identify further skills development needs
4.1 Identifying further skills development needs

Agency Sept. 2019
1. Identify the level of need
It could be that a training need is limited to a single individual or activity but it is more
likely to be relevant for a number of people, a whole department or across the
organization. For example, if the organization traditionally treats customers as a
nuisance, it needs to change its overall approach. In this case, giving one or All rights
reserved. No part of this publication may be reproduced in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of the publisher. Two people
training would address the training need at the wrong level; organization development is
needed rather than individual training sessions.
2.Consider what type of training will be most appropriate
Consider whether the training needs can be met by using internal expertise or whether
external assistance will be necessary. Will informal training be suitable or are formal
training courses required? Take into account the number of people to be trained and the
resources available.
3. Take appropriate action
If the training needs are within your own span of control, probably at individual or maybe
at activity level, you can plan action to meet the needs. If the needs are broader, you
will need to make recommendations and proposals to those responsible for planning
and implementing training interventions in your organization. This may involve drawing
up a report specifying the training needs you have identified, your recommendations for
meeting them and the expected benefits of the training.
Managers should avoid:
 making snap assumptions about performance problems

 organizing training without first establishing a need
 taking a one size fits all approach. A course which one person found helpful will not
necessarily meet the needs of a diverse group of individuals
 focusing on obvious training needs at the expense of those which may only be
discovered through systematic monitoring.

Agency Sept. 2019
Name: ____________________ Date: _________________
1. What are the identifying further skills development needs? 5 points
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Agency Sept. 2019
Instruction Sheet LG54: Preparing portfolio of evidence
 Identifying and discussing Types of evidence required
 Developing a clear understanding of the Purposes of evidence
 Collecting examples of evidence for portfolio
 Completing application for recognition of current competencies
 Completing personal resume with assistance from assessor
This guide will also assist you to attain the learning outcome stated in the cover
page. Specifically, upon completion of this Learning Guide, you will be able to:
 Identifying and discussing Types of evidence required
 Developing a clear understanding of the Purposes of evidence
 Collecting examples of evidence for portfolio
 Completing application for recognition of current competencies
 Completing personal resume with assistance from assessor

2. Follow the instructions described
3. Read the information written in the “Information Sheet”. Try to understand what are
being discussed. Ask you teacher for assistance if you have hard time understanding
them.
4. Accomplish the “Self-checks”.
5. Ask from your trainer the key to correction (key answers) or you can request your trainer
to correct your work. (You are to get the key answer only after you finished answering
the Self-check).

Agency Sept. 2019
6. Submit your accomplished Self-check. This will form part of your training portfolio.
Information Sheet-1 Identifying and discussing Types of evidence required
1.1 Identifying and discussing Types of evidence required

Types of Evidence can take many forms including
samples, photographs or videos of your work

a practical 'on the job' assessment by a previous supervisor
answers to questions in an interview
a simulation of a work activity
letters from your employers
performance management reports
copies of documents you have completed at work
certificates
any other evidence that is valid, sufficient, authentic and current
You need to work out which types of evidence best demonstrate your
competence.
letter of application or cover letter

resume
certified copies of qualifications
references
referees
examples of projects or personal/work achievements
1.2 Examples Types of Evidence
Personal Particulars (Personal Back

Ground)
 Name:Mursal Mohammed
 Address: Jigjiga, Kebele: hawelti (03)
 Telephone: +2519142315….

Agency Sept. 2019
 Email: Xpress@gmail.com
 Health: Excellent
Educational Back Ground
Level Grade Name of school/college/university Award
Elementary
Secondary
Preparatory
University/college
Language
Language Listening Speaking Reading Writing
Oromo
Amharic
English
Somali
Communication skills
 I am able to interact with people of all ages

 Attentive listening skills

Agency Sept. 2019
 Friendly telephone manner
 Ability to accurately record messages
 Polite to customers
 Ability to handle difficult customers
 Excellent presentation
Computer/Administration skills
 Able to use all Microsoft programs

 Internet and email skills
 Accurate typing
 General filing duties
 Experience in using a fax machine, photocopier and binder
 Operation of cash register
 Money handling skills
PERSONAL QUALITIES
 Positive attitude
 Excellent time management skills
 Self-motivated
 Good team worker
 Good sense of humour
 Honest and trustworthy
 Punctual
 Able to show initiative
 Eager to learn
 Confident
Club Involvement/ Experience

Agency Sept. 2019
 4years – member of Axum Basketball – junior player
 10 years – member of Axum athletics Club
 2 years – member of Axum district Tennis Association Club
 27 years – member of Jigjiga University
 13 years – member of manager of UN
Voluntary Work
 2011 -2002 Somali development association

 2000 – 2004 Door Knocking for Cancer
 1998 – 2000 Ethiopian red cross association
Hobbies and Interest
 Watching Foot Ball

 Basketball
 Tennis
 Athletics
 Fishing
 Poems
 Journals
 History Books
Reference
 Mr. X instructor at Jigjiga college management and public service (0912………)

 Mr. X Outcome based training in Jigjigacollegemanagement (0912………….)

Agency Sept. 2019
 Mr. X (MBA) Ass. Professor in Jigjiga university (091118…………………….)
Application Letter (Cover Letter)
The following is an example of a covering letter to be included with your resume, when
applying for a job
XYZ Detergent Factory
Jigjiga
30 January 2019
Mr. Mursal
ABC Company Factor
HRM Manager
Dear Madam
I would like to be considered an applicant for the position of “Retail Assistant” which was
advertised in Addis Haile magazine on Monday, 30 January 2019.
I have the necessary qualifications and experience that would make me an asset to
your organization. (Expand on your skills and experience that relate to this job).
Mention your personal qualities that you could offer the employer (being honest and
reliable, motivated, your willingness to undertake further training).
Further detailed information about my suitability to this position may be found in the
attached resume, along with names of referees. I would welcome an opportunity to
further discuss this position and I may be contacted after 3.30 pm on telephone number
091419……
I look forward to hearing from you soon.
Yours faithfully
Mr. X

Agency Sept. 2019
Name: ____________________ Date: _________________
1. Write the types of evidence? 5 points
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Agency Sept. 2019
Information Sheet- 2 Developing a clear understanding of the Purposes of evidence
2.1 Developing a clear understanding of the Purposes of evidence
Purpose of evidencemay include:

 assessment of current competencies
 building a picture of personal attributes
 documentation of competencies relevant to the workplace
 identification of areas for further skill development
 identification of strengths and weaknesses
Recognition of prior learning (RPL), prior learning assessment (PLA), or prior

learning assessment and recognition (PLAR), describes a process used by
organizations, training institutions, colleges and universities around the world to
evaluate skills and knowledge acquired outside the classroom for the purpose of
recognizing competence against a given set of standards or learning objectives. RPL is
practiced in any country employing vocational education and training processes as a
means of training individuals in competencies required in the workplace. It is also used
in some private and public sector organizations for the purpose of recruitment,
performance management, career and succession planning.
Methods of assessing prior learning are varied and include: evaluation of prior
experience gained through volunteer work, previous paid or unpaid employment,
standardized exams or observation of actual workplace behavior. The essential element
of RPL is that it is an assessment of evidence provided by an individual to support their
claim for competence against a given set of standards or learning objectives.

Agency Sept. 2019
Name: ____________________ Date: ______________
1. Describe prior learning assessment and recognition (PLAR? 5 points
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Information Sheet- 3 Collecting examples of evidence for portfolio
3.1 Collecting examples of evidence for portfolio

Portfolios allow a learner to document and demonstrate their knowledge of a
given subject area. The portfolio will document what has been learned, where and
how the student learned it, and how the student's experiences meet the
requirements of the course provider. Most schools or colleges will give advice on
how to put this together, they may have specific requirements and because of this
you should start by contacting them first. The portfolio is then assessed and the

Agency Sept. 2019
provider informs the candidates if RPL can be applied in their case. If the process of
assessment has to be very complex there may be some fee involved, it is wise to
enquire at the beginning.
3.2Steps to obtaining Recognition for your Prior (RPL)
1) The first step is to make contact with the programme provider of your choice.
2) The provider will put you in touch with someone who deals with this area, or you
may be able to find out a lot of what you need from their website.
3) Initially, the applicant generally provides appropriate outline information in support
of their application. An RPL Application Form may be used by the applicant to
provide this information.
4) Consultation with an RPL advisor will be arranged. Applicants receive advice and
support for preparation of evidence and verification of prior learning in the required
format. In the VEC adult PLC Courses you start by contacting the school. Enrolling
in your chosen course is often the only step you have to take. In some courses you
may need previous experience e.g. Advanced Computers.
5) The learning evidence plus the completed RPL Application form will be presented to
the College for assessment by the relevant academic unit.
6) The outcome of the assessment process will be transmitted to the applicant within a
reasonable period of time.
Name: ____________________ Date: _________________
1. Write the Steps to obtaining Recognition for your Prior (RPL? 5 points
____________________________________________________________________________
____________________________________________________________________________

Agency Sept. 2019
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Information Sheet- 4 Completing application for recognition of current competencies
4.1 Completing application for recognition of current competencies
Personal resume may include to:
 contact details
 education and extra-curricular activities
 past employment and/or volunteer work
 personal attributes, skills, strengths
 professional development i.e. formal or informal courses undertaken
 work experience
 work related or personal references
Here are some tips to help with compiling your recognition application:
Proving your strengths

Show reasons why you believe you are competent. E.g. I have been working on the
job for two years - indicate some of the responsibilities you had on the job.
Use examples to show you are competent. e.g. Before I begin a training session I
always make sure computer wires are taped to the floor. then training begins, I let

Agency Sept. 2019
people know where the fire exits are and advise people to drink water during the
day.
Get external support for your examples. Wherever possible, back up your claims by
reports from witnesses or supervisors, or maybe even prizes, awards, qualifications
or newspaper items. It is not good to rely on your own word to prove your ability.
Explain the results or outcomes of your competent performance. Were there any
obvious benefits arising from things you did.
4.2 Benefits of recognition of prior learning
RPL is a very simple and straightforward process of assessing someone’s skills or

knowledge, regardless of where and how these were learned. Unlike other forms of
assessment, it doesn’t judge someone’s evidence of competence by the qualifications
they have achieved, although this can form part of their claim. Nor does it consider
where a person worked, their age, gender or physical attributes.
Name: ____________________ Date: _________________
1. Write the Steps to proving your strengths? 5 points
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Agency Sept. 2019
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Information Sheet- 5 Completing personal resume with assistance from assessor
5.1 Completing personal resume with assistance from assessor

The purpose of a personal resume, professional qualifications statement or curriculum
vitae generally is the same: to get an interview. However, a professional resume
generally focuses solely on work-related experience. A personal resume is more of a
well-rounded view of your work-related and non-work-related accomplishments and
experiences. You can use your personal resume for a variety of reasons, from applying
for volunteer positions to providing the information an emcee needs to introduce you as
keynote speaker. You may also use your personal resume to convince recruiters to
select you for an interview based on how you present your professional skills and
abilities on paper.
5.2 Steps the purpose of a personal resume, professional qualifications statement
Step 1: Set normal margins for your document, usually one inch on the sides and one
inch for the header and footer. Use a common font -- Arial or Times New Roman works
well -- in black, with no italics and no bold type. Keep your personal resume
understated.
Step 2: Type your header, centered at the top of the page. If you're considering jobs
outside your current location, or if you don't need to provide all of your contact
information to the person you're giving your personal resume to, consider omitting your
mailing address and just using your email address and telephone numbers. Use a larger
size font, such as 16 or 18 points, for your name.
Step 3: Compose an introduction that says who you are and what you have to offer in
two to three sentences. Describe the kind of organization that would benefit the most
from your talents and qualifications. For example, you could write, "Accomplished,
classically trained pianist and high school music teacher with undergraduate and

Agency Sept. 2019
graduate degrees from The Juilliard School of Music and 10-plus years' experience
teaching secondary school students. Looking to join a private or independent school
that embraces a progressive teaching philosophy and rewards educators who can
engage students while building relationships with students, parents, colleagues and
school administrators."
Step 4: Create a table for a visual presentation of your areas of expertise. A table that's
three columns wide with two to three rows will have enough space for six to nine
phrases. Choose six to nine of your areas of expertise, such as industry knowledge,
language skills and computer proficiency. For example, a global marketing
professional's areas of expertise might include supply chain management, multilingual
skills, vendor relations and social media advertising. If you need to keep your personal
resume compact, you needn't list every one of your areas of expertise.
Step 5: Draft the chronology of your work history -- paid and volunteer positions --
including the company name, location, employment dates and your title or position. For
every job you've held, describe your job duties in three to four bullet points. For your
current job, use present tense action verbs to begin each description. Use past tense
verbs when you describe your previous jobs. For example, if you are an administrative
assistant, type your job title below your employer's name and briefly describe your
duties as "Coordinate logistics for chief executive team members' international and
domestic travel," "Monitor departmental budget for executive officers' expenses and
perks," "Reconcile monthly expense reports," "Train and supervise receptionist and
floating secretaries," and "Maintain time records for junior support staff." If you have
several jobs, or a long work history, limit your number of bullet points to keep your
resume to one page.
Step 6: Combine your paid and unpaid work in one chronology if you have long periods
of unemployment, or if your work experience is limited. Otherwise, you can separate
your volunteer work and put it in another section that you combine with your
professional affiliations entitled, "Volunteer and Professional Affiliations."
Step 7: Create a subheading entitled, "Education and Training," for your post-
secondary education, training and professional development. If you don't have

Agency Sept. 2019
education or training beyond high school, or if you're a recent high school graduate, list
your school name, city and state and graduation year.
Step 8: List your community involvement and professional affiliations. Omit groups and
organizations that denote religious or political affiliation. For example, include
membership and activities in professional organizations like the American Medical
Association.
Name: ____________________ Date: _________________

Agency Sept. 2019
1. Write Steps the purpose of a personal resume, professional qualifications
statement? 5 points
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Agency Sept. 2019

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Based on August 2012GC Occupational standard

Module Title: planning skill developments

This module includes the following Learning

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

 Identifying possible Career directions in organization

 Identifying and prioritizing personal work goals

 Discussing future work/career directions with appropriate people

 Identifying additional skills required

 determining appropriate methods to acquire skills

 Identify possible Career directions in organization

 Identify and prioritizing personal work goals

 Discuss future work/career directions with appropriate people

 Take into account personal values and attitudes regarding work

 Identify additional skills required

 determine appropriate methods to acquire skills

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Lo1:Information Sheet-1 Identifying possible Career directions in organization

1.1 Identifying possible Career directions in organization

 What am I good at?

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Review your values

Review your skills

Things to consider include:

 Family expectations - perhaps your parents have a strong opinion about

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

 Obstacles or challenges you might face - these may be big or small.

Where do I want to be?

 Do you want a job that earns you a lot of money?

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Lo1:Self-Check -1 Written Test

A. earns you a lot of money

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2.1 Identifying and prioritizing personal work goals

Why Set Goals?

Goal setting is used by top-level athletes, successful business-people and achievers in

2.2 Starting to Set Personal Goals

You set your goals on a number of levels:

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Lo1:Self-Check -2 Written Test

1. List the Starting to Set Personal Goals? 10 points

Lo1:Information Sheet-3 Discussing future work/career directions with appropriate people

3.1 Discussing future work/career directions with appropriate people

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Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

you also remain true to yourself!)

Lo1:Self-Check -3 Written Test

1. List the categories of your own? 10 points.

Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Methods to acquire additional skills may include:

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4.3 SMART Goals

 S – Specific (or Significant).

4.4 Further Goal Setting Tips

 State each goal as a positive statement – Express your goals positively –

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Basic Clerical Works L-I Author/Copyright: Federal TVET Version -1 Page 1 of 46

Her lifetime goals are as follows:

 Career – "To be managing editor of the magazine that I work for."

 Five-year goal: "Become deputy editor."

Name: ____ Date: _

Name: ____ Date: _

Name: ____ Date: _

Name: ____ Date: _