APPLIED LEARNING STREAM - ivetinstitute.com.au Indu… · by poor posture, continuous repetitive...

Certificate II in Creative Industries – Applied learning stream

Copyright © IVET – 2017 Edition 1

Innovative Vocational Education and Training Institute

Certificate II in Creative Industries

APPLIED LEARNING STREAM

“Creating a pathway to your future”

STUDENT WORKBOOK CORE AND ELECTIVE COMPETENCIES

Student Name: __________________________ Year Level: _____ Class: _____



CONTENTS

PAGES CORE UNITS CHAPTER 1 BSBWOR203–Work effectively with others TBA CHAPTER 2 CUAWHS302–Apply work health and safety practices TBA CHAPTER 3 CUAIND201 – Develop and apply creative arts industry knowledge TBA ELECTIVES UNITS CHAPTER 4 BSBDIV301 – Work effectively with diversity TBA CHAPTER 5 BSBCRT101 – Apply critical thinking techniques BSBCRT301 – Develop and extend critical thinking skills TBA

CHAPTER 6 SISSCOP205A – Develop a personal financial plan CHAPTER 7 SISSCOP202A – Develop a personal management plan BSBLED101 – Plan skill development TBA CHAPTER 8 BSBINN201 – Contribute to workplace innovation TBA



CHAPTER 1

Work effectively with others Working effectively with others is a critical to the success of a business, organisation or other workplace environment. To work effectively with others requires the cooperation, support, clear communication, consideration and care of all those working within the organisation. When there is a sense of cohesion amongst a workgroup it can achieve its goals. A business as a whole, and its individual employees, can gain job satisfaction, achieve financial success and create future opportunities when there is a system in place to ensure that the day to day operations of a business are managed effectively; this includes the way people work with each other.

Working effectively with others requires the organisation to develop effective workplace relationships, encourage participation from all group members, offer systems and procedures to deal effectively with issues, problems and conflict in the workplace and provide access to feedback from the group, for all team members.

Working effectively with others is about fostering a sense of ‘teamwork’ so that the individuals working for an organisation feel part of the bigger picture, can offer something positive to the organisation and are valued by the organisation for their hard work.

The lines of communication within a workplace must always be open, clear and available in order for people to work effectively with one another. If employees feel they are not listened to, lack the confidence necessary to voice their concerns or ideas, or feel they have no right to communicate within the workplace, then it is obvious that the smooth operation and success of the organisation will be impeded upon and limited. This could also cause unhappiness amongst staff, forcing them to leave their jobs, strike, or suffer personal stress.

This chapter aims to address the factors which are necessary to ensure that organisations foster an environment where people are working effectively with others. This includes:

RESPONSIBILITIES AND DUTIES Responsibilities and duties are the tasks allocated and specified to each position within an organisation or business. It is essential that employees understand their responsibilities and duties so that they are able to complete them properly and therefore meet the expectations of their position. An employee’s responsibilities and duties can be clarified in an organisation’s Code of Conduct, job descriptions, employment arrangements or the organisation’s policies relating to the work role. When people clearly understand their responsibilities they are able to do them efficiently and effectively. This contributes to the ability of employees to work effectively with others.

§ Responsibilities and duties § Workgroup members § Support to team members § Information § Feedback § Strategies/opportunities for improvement



SKILLS, COMPETENCIES & QUALIFICATIONS

1. Underneath each occupation, write down the skills/competencies and qualifications you think a person working in this occupation may need.

2. Next, make a list of all the skills you possess (things you are good at, like reading, writing, drawing,

singing, sport, talking to others, listening etc). Based on the skills you have identified, make a list of occupations you think would best suit you.

As a class, students should share one of the occupations that they chosen and explain why they think they might be good at this job.

Nurse Postal Worker Builder

Architect Kindergarten Teacher Podiatrist

üT1.1



Formal/Informal learning programs Putting time and resources into training and developing staff will help people work effectively together. Businesses should use strategies and learning programs to train and develop staff, allowing them access to ongoing professional learning. Informal learning programs are run by people in the organisation. This could be a session run by workgroup members who have previously attended external training or information sessions and return to the workplace to share the information they have learned with the rest of the workgroup. It could be an induction session conducted by a senior staff member to introduce and initiate new employees into the workplace. They do not provide the new employee with any qualifications but are an important source of education and learning for the new worker, designed to assist them in performing their work role(s) and understand the operations, procedures and expectations of their new workplace.

Formal learning programs are run by organisations or qualified people outside of the workplace. Formal learning programs often provide certificates for participation or any qualification gained. Examples of formal learning programs are university or TAFE courses, practical programs such as First Aid or Driver’s Ed, and professional development seminars which are externally sourced. Employees should be encouraged to regularly participate in formal learning programs to improve their skills and knowledge, keep up with changing standards and technology and meet increasing work demands. Fostering the education and training of employees ensures the continued success of a business and the achievement of their business goals. The human resources of a business must be improved upon and this can be done through both formal and informal learning programs. Teaching employees new skills and providing them with the necessary knowledge to function effectively in their workplace means that they will be able to work well with others and strive for individual career success.

NEW KID AT SCHOOL

You have been asked to show a new student around your school. He is very nervous and shy. It is up to you to educate the new student about the way your school operates. Think about how your school runs, for example, bell times, student timetables, whole-school timetables, using diaries, homegroup sessions, locating classrooms etc. Create an instructional list of all the things which are important about the way your school operates that could help to induct the new student to your school.



PARTICIPATE IN HAZARD IDENTIFICATION AND RISK ASSESSMENT AND CONTROL

HAZARD IDENTIFICATION Hazards have the potential to cause serious harm, in terms of human injury or ill health. Human injury or ill health could include any physical, psychological or emotional trauma caused by doing a workplace activity which is hazardous or dangerous. Physical injury may refer to the loss of a limb, loss of motor function, paralysis, loss of sensation in fingers, repetitive stress injuries, or other bodily ailments. Psychological ill health refers to any mental health disorders which arise or are caused by situations faced at work which are hazardous, such as being subjected to continuous bullying or harassment. Emotional trauma or emotional ill health can be the result of witnessing or experiencing a human catastrophe at work, which was caused by a workplace hazard, risk or emergency situation. Work health and safety legislation ensures that workplaces are making it their priority to identify and report hazards of WHS issues in the workplace to relevant personnel. By doing this organisations are finding a way to ensure that they do not compromise the health and safety of employees and others in the workplace. Relevant personnel may include:

• Team leaders, supervisors and managers • Health and safety representatives (HSRs) • Health Services Commission members (HSCs) • Organisation WHS personnel • Any other person designated by the organisation

Although these designated personnel have a serious role in risk minimisation and upholding work health and safety legislation, all employees have a responsibility to identify any potential or real health and safety issues. All employees should contribute to the consultative process for work health and safety management in the workplace in accordance with organisational policies and procedures. This includes making suggestions for improving WHS safety practices. Organisations use many different processes for identifying risks, including:

Drawing on expertise from within the organisation: For example:

• brainstorming • questionnaires • audits • physical inspections • records of accidents and "near misses"

Drawing on expertise from outside the organisation: For example:

• professional consultants • industry specialists • publications • case studies • media • systems analysis

Hazard identification is important as it can prevent incidents. Once a hazard has been identified by any of the above methods the organisation’s reporting procedure should be followed. This will include filling in an “incident hazard report form”. Through this documentation details should be given of the hazard identified or a description of the event of incident that has occurred. If an injury has been caused by the hazard a description of the injury and the location should be documented. It is then up to a supervisor/manager to follow up the incident, investigate the hazard and find a way to control or eliminate it.



COMMON WORKPLACE HAZARDS Manual tasks - Overexertion or repetitive movement can cause muscular strain Manual tasks (ie: manual handling) is the largest cause of workplace injuries in Victoria. It often causes major musculoskeletal injuries including back and neck problems, hernias, disc and ligament damage and muscle sprains and strains. Manual handling is the lifting, carrying, pushing or pulling of an object or person that causes an individual’s body to exert a force that it is not capable of. It can also be caused by poor posture, continuous repetitive movements, vibration, rotation and jarring movements. It is vital that employers teach the importance of correct lifting techniques to prevent manual handling injuries. When lifting objects in the workplace. Correct lifting techniques should be used to avoid injuries. There are a few rules that should be followed:

1. Stand close to the object that you need to lift, with your feet shoulder width apart. Your weight should be evenly distributed.

2. Bend at the knees (squat) to pick up the object (never bend over).

3. Keep your back straight; you can do this easily by tucking in your chin.

4. Use your strong leg muscles to lift not your weaker back muscles.

5. Lift the load, keeping it close to your body at all times – if it is too heavy don’t attempt it, get someone to help you.

Radiation - Ultra violet, welding arc flashes, microwaves and lasers can cause burns, cancer or blindness Radiation is energy; light, heat and sound are all types of radiation. We are exposed to radiation everyday through the sun, microwave and television use and mobile phones. How harmful radiation is for a person depends on the amount and length or exposure and amount of the body exposed. The unit of measure used to calculate radiation exposure is rem and millirems (mrem) which is one thousandth of a rem. Radiation exposure causes cells in the body to become damaged or die. If the dose of radiation is minimal, cells are able to repair themselves. Doses of radiation over 100 rem can cause cell damage that causes them to change or die. Cells are replaceable, however it is the changing of cells that can be the most harmful. Cells can develop abdominally and multiply. These cells can become cancerous. Doses of between 300 and 400 rem can be fatal without immediate medical intervention due to the severe effect that the radiation has on a person’s immune system and therefore their ability to fight off infection and disease. Below are a list of various sources and how much radiation they emit:

Chest x-ray - 8mrem Leg x-ray - 1mrem Television - 0.500 mrem/hour Airplane travel - 0.500 mrem/hour

Drinking water - 5 mrem/year CT Scan - 1,100 mrem



KNOW YOUR SAFETY SIGNS How well do you know your safety signs? What do each of these signs mean?

QUESTIONS

1. List four household items that have any of the above symbols. Which symbols do they have? 2. Which items are biohazards? 3. Why is it important that people are able to recognise the above safety signs? 4. What should you do if you are unsure of what a safety sign means? 5. How important is PPE when handling substances with the above safety signs? 6. Choose one of the above signs and highlight the PPE that should be worn when handling the

substance. 7. How could a workplace induct employees into the above safety signs? Why would this be

important?

üT2.0



FOLLOW EMERGENCY PROCEDURES Evacuation can occur in a workplace when there is a fire, chemical or infectious risk, bomb threat or explosion. All workplaces need to be prepared if there is a fire. All employees should be aware of evacuation procedures and know where the fire safety equipment is kept. Workplaces need to practice emergency evacuation procedures regularly so that all employees know what to do. Fires can be caused by faulty equipment, a lack of ventilation, overheating or employee error. They can have serious consequences for the organisation including loss of life, property damage, injuries and loss of productively and therefore money. Work health and safety legislation requires all workplaces to have an emergency management action plan. This should include the following information:

• the immediate action to stop or minimise the hazard (eg use of fire extinguishers if trained)

• who to call to raise the alarm • how to notify emergency personnel

(ambulance, fire brigade, SES, electricity, gas, police)

• how, when and where to evacuate • names of the people responsible for making

decisions during the emergency and their duties (eg a warden)

• how to establish and use a fail-safe communications system.

WorkSafe Guidance Note – Emergency management

Fire drills should be conducted regularly to ensure that all employees understand the procedure and to improve the efficiency of the evacuation (ie: getting out to the meeting spot faster). Everyone in the workplace should know where the exit and assembly points are. They should be clearly marked. Emergency exits should always be unlocked from the inside and the path to access them should always be kept clear. There is no exact guideline about the distance that an assembly point should be from the building, but in a fire falling debris and smoke inhalation can cause serious injury. Therefore, the assembly point should be as far away as possible.

CREATE YOUR OWN HOME EVACUATION PLAN

STEP 1: Start by drawing a simple floor plan of your home; include all doors and windows in your

drawing.

STEP 2: On your diagram indicate all fire alarms, fire blankets, extinguishers and sources of water. STEP 3: On your floor plan indicate at least two evacuation options from every room. STEP 4: Select a safe meeting area outside your home.



External emergencies also include natural disasters such as flood, storm and traffic accidents that impact on the organisation. Flooding is when excessive levels of rain cannot be managed quickly enough by rivers, dams and water systems. Flooding can cause destruction of the natural environment, infrastructure, and injury or loss of life.

In recent times, states on the east coast of Australia have been hit by severe flooding. Many people were hurt; some even killed by these natural disasters. A result of these floods has been the push by WorkSafe Victoria to ensure that all workplaces have adequate means of dealing with and managing the safe clean up of floods.

Internal emergencies Internal emergencies come from within the organisation or workplace. They may include a loss of power, loss of water and structural collapse. Similar to external emergencies, internal emergencies may affect an organisation from operating for either a short or long period of time. For example, if a workplace was without water it would affect the ability to have drinking water from the tap but to flush toilets and wash hands. This is a work health and safety issue because water is needed for hygiene. This may cause the organisation to close for a short period of time, which as mentioned previously, could affect the productivity and revenue of an organisation.

CHAPTER 2 REVIEW QUESTIONS (SET 2)

1. Identify three emergency situations.

2. What is the difference between an external and internal emergency?

3. Briefly explain how the productivity of an organisation is affected by an emergency.

4. Briefly explain how the people may be affected by an emergency situation.

5. What should be done when a person suddenly becomes ill?

6. Why are security emergencies a serious concern?

7. Why is it important to following organisational procedures when responding to an

emergency?

üT2.3



CHAPTER 4

Work effectively with diversity When working in any industry it is vital that you can work with diverse people. Whether it is other employees or clients you need to make sure that you consider their needs and respect their values and interests. Diverse means variety and difference. It is a word used to describe how people can differ from one another, whether it is culturally or linguistically or through their values and beliefs. These diverse individuals can add value to an organisation, create an inclusive environment, strengthen positive relationships with the local community, bring new perspectives and encourage people from different backgrounds to use services provided. Through this chapter you will develop the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people. In this chapter you will explore on your own perspectives on diversity and reflect on your social awareness and any biases or limitations in the way you see diversity. You will also learn the importance of inclusiveness and how this can benefit you, your co-workers and clients in the community services industry. We will also look at the importance of communication when working with people from a range of diverse backgrounds. Communication needs to be clear, direct and respectful at all times, taking into consideration the use of verbal, and non-verbal communication. We will also explore the use of interpreters to assist with language and communication barriers so that you are able to maintain and develop effective relationships, mutual trust and confidence.

Key areas of diversity and their characteristics may include:

• Culture – the customs, attitudes and beliefs of individual in our society. In Australia we mainly have a western culture however our country is very diverse with a number of different cultures being represented.

• Race – the physical differences and traits that exist from one person to another, such as their skin colour, the shape of their eyes or face and hair texture.

• Ethnicity – a person’s nationality, ie: where they originally come from. In Australia unless a person is

of Indigenous descent they have some element of ethnicity, such as Greek, Italian, French and African.

• Disability – a mental or physical condition. Physical conditions can affect a person’s mobility, their

ability to function and/or their ability to see or hear. A mental disability can affect their thinking and ability to learn. A disability can be caused by genetics, disease, trauma or an accident.

• Religious or spiritual – the belief and cultural system that a person dedicates their life to, such as

Christianity, Catholicism, Buddhism and Islam.



SOCIAL SENSITIVITY AND AWARENESS Social awareness is an important aspect of working with people in any industry. Social awareness is about identifying and meeting the needs of others. It is about considering what others want and finding a way to get it for them. A person who is socially aware shows empathy for others, values human rights and places a high priority on ensuring that they work in a friendly, respectful and well-balanced environment. A person begins to develop their social awareness as a child when they learn to share toys with others and interact well with others in the playground. Being socially aware is about being sensitive to the needs of others and being able to put yourself in their shoes and truly understand their situation. It is about going over and above for someone else without expecting anything in return. Part of being socially aware is educating yourself about the world around you, the social issues and injustices affecting the world we live in, such as poverty and inequality. Watching the news and current affairs shows and reading the newspaper can help you to keep up to date social issues. To become more aware you could volunteer at a homeless shelter, visit an aged care facility and spend some time with the elderly or fundraise for an issue you feel strongly about such as poverty in Africa or the Ronald McDonald House Charities.

As well as taking the time to reflect on your level of social awareness you should also examine and reflect on your limitations. Your limitations are your weakness, boundaries and limits. Your limitations are things that you are not very good at or are unable to do because of ability, such as ballroom dancing or public speaking. Your limitations are also things that you won’t do because you do not agree with it and it sits outside of your values and beliefs, such as sex before marriage or having children out of wedlock. When working in the community services industry it is important to always work with an awareness of your own limitations of self and social awareness. Where possible you should also look for and take up opportunities to identify and act on ways to improve own self and social awareness. You can seek out opportunities to improve your social awareness through joining social groups and findings ways to be active and more involved in your community. You could do this by volunteering your time at the local community garden, library, community centre or sporting club. To increase your social awareness sometimes you have to put yourself in an awkward or uncomfortable position and step out of your comfort zone. You could do this by taking a walk around a neighbourhood that you would normally avoid, talking to a homeless person on the street and finding out more about them and their situation or through exposing yourself to a new religion or culture through visiting a mosque or attending a Tet (Vietnamese Lunar New Year) celebration, for example. Reflecting on your own social and cultural perspectives, biases, limitations and social awareness is the first step to working effectively with people and as part of a team. You should use this reflection to support your own ability to work inclusively and with an understanding of others.



BECOME MORE SOCIALLY AWARE – RESEARCH TASK

To improve your social awareness it is important to be aware of the issues affecting the world. The World Health Organization (WHO) reports on and drives a number of initiatives and programs to improve health and wellbeing worldwide. Access the WHO website:

www.who.int/en/ Click on the tab “ Health topics” You are now going to click through and read a range of health topics. Access the “Fact Sheet” for each health topic and then complete the allocated questions. Health topic 1: Sanitation

1. What is sanitation? 2. In 1990 and 2015 what percentages of the world population had access to improved sanitation

facilities including a flushing toilet? 3. How many people still defecate in the open such as in rivers and street gutters? 4. What diseases are caused by poor sanitation? 5. How many people from low and middle-income countries die per year from inadequate water,

sanitation and hygiene? Health topic 2: Maternal Health

1. What is maternal health? 2. Everyday how many women die from preventable causes related to pregnancy and childbirth? 3. Where do the most maternal death’s occur? 4. Why does this occur? 5. Why do women lack maternal care?

Health topic 2: Measles

1. What is measles? 2. How many deaths globally are caused by measles? 3. Who is at risk of contracting measles? 4. Is it preventable? Describe how.

Additional research Using the internet, research the following questions to compare Australia’s health and access to resources.

1. What percentage of Australians have access to adequate sanitation? 2. What is the maternal mortality rate in Australia? 3. What are the most common causes of maternal mortality (death)? 4. How prevalent is measles in Australia? 5. How many measles related deaths occur in Australia? 6. When are children immunised against measles in Australia?

üT3.2



CHAPTER 5

Develop and extend critical and creative thinking skills &

Apply critical thinking techniques

When working in any industry it is an asset to be able to think creatively. Creative thinking is about looking at things differently, musing, testing, experimenting and challenging ideas, concepts and thoughts. Creative thinking can take place anywhere, at anytime – at home, at work, lying in bed at night, in the shower, or on the bus. It can be applied to any type of issue or situation. When used effectively it helps to improve or create innovative services, products or processes. Sometimes creative thinking pays off in a seemingly unconnected way or in a different context later on. Creative thinking can be learnt and used through thoughtful application of skills related to observation, analysis, reflection, problem solving, evaluation and critical appraisal. Effective use of creative thinking skills opens up new opportunities for individuals, businesses and communities. It creates innovation and new ways to engage clients, customers and participants in sport, fitness and recreation activities.

DEVELOP A QUESTIONING MINDSET

QUESTIONS To be a creative thinker you need to be prepared to question everything. Develop the habit of asking questions from different perspectives. Take responsibility for exploring a variety of information sources to gain answers to questions and identify central questions, issues and challenges. Questions that you may use to do this include:

§ are there any boundaries I need to consider? § are there new ideas we can bring to this

situation? § how could I solve this problem? § is there a different way of doing this? § what am I or others trying to do? § what do I need to do to make this better? § what extra information do I need? § what is missing? § what is required? § who do I need to talk to about this? § why is this so?



HEROES, WHAT WOULD THEY SAY?

TASK 1 Think of a famous person that you are familiar with; they could be a musician, politician, athlete etc. TASK 2 Give a brief explanation of whom this person is and what qualities they possess (eg: leadership, empathy, creative etc.) TASK 3 Read the following scenario then pretend that you are the famous person you chose in Task 1. In 50–100 words explain how they would handle the situation, what would they do, what would they say and how would they solve the situation? Scenario 1 A coach of an elite sports team has just started training his/her team after the pre-session break. All of his/her players have come back from their 8-week break overweight and unfit. Many of them have not completed a training session or lifted weights at all during the break. Before the 8-week break the coach personally met with each player and made them an individual training plan.

What would the famous person do in this situation? How would they handle it? What would they say to the players?

TASK 4 A manager of a business oversees its day-to-day running and is responsible for managing twenty staff. Lately many of the staff have been slacking off, turning up late and not following procedures for re-stocking the shelves and cleaning up prior to closing. He has spoken to a couple of staff individually however they didn’t seem to care or acknowledge what was being said. The manager has called a compulsory staff meeting for next week to discuss the issues. What should the manager say at the staff meeting? How should he handle the situation from this point on?

Graphic organisers Graphic organisers are a visual display used to organise and categorise information and to find links and relationships between ideas, concepts, thoughts and facts. They allow for a more in-depth and thorough understanding of information. Graphic organisers allow you to make associations and connections between concepts so they can be more easily understood. There are a range of graphic organisers that can be used. In this section we will explore three:

§ visual/mind maps § webbing § concept fans



GRAPHIC ORGANISERS

Organise the following keywords into one of the graphic organisers explored in the last section. Make sure you pick the most suitable one. Before starting remember to consider the main topic and sub-categories. Remember also to use images, colour and shapes to organise the information.

§ Cadbury § Chocolate § Potato chips § Aero bar § Jelly babies § Thins § Biscuits § Red Rock Deli § Junk food snacks § Kit Kat § Nestle § Raspberries § Doritos § Picnic § Jelly lollies § Smarties § Top Deck § Tim Tams § Teddy Bear biscuits § Thins § Snakes § Bubble § Jam Fancies § Twisties

Lateral thinking games like brainteasers challenge people to think outside the box for potential options, ideas and solutions. They are a great way to energise and engage people, whilst getting them to work together and brainstorm possible solutions. Lateral thinking games could be used after a lunch break or at the start of a meeting as a way to get employee’s attention and have a bit of fun. Lateral thinking games and puzzles are stories that give clues to a scenario without telling the full story. The reader then uses the clues, their imagination and creative thinking to determine the solution. These stories can often been quite challenging to decipher and solve.

ARE YOU A LATERAL THINKER?

In groups of 3–4, read each of the following lateral thinking stories and brainstorm possible solutions.

STORY 1: A woman rode into town on Sunday. She stayed for four days and left on Sunday. Why? STORY 2: How far can a deer run into the woods? STORY 3: Three pieces of coal, one carrot, one hat and a scarf are lying on the lawn but no one put them there. Where did they come from?

üT5.1



CHAPTER 6

Develop a personal financial plan

Through this chapter you will develop the skills and knowledge required to identify and access sources of independent professional advice and major investment alternatives in order to develop a personal financial plan. Financial planning is about preparing for your future by exploring the long-term profits you stand to make, ways to generate a greater return through investments, budgeting and the management of finances as well as solving any foreseeable financial problems you may encounter. Financial planning allows a person to assess if they will have enough money for the future and when they decide to retire.

BENEFITS OF PERSONAL FINANCIAL PLANNING Take the time to identify the benefits of personal financial planning. Even though your future career, income and expenditure is unknown it is beneficial to develop the knowledge and skills of financial planning so that you will be ready when the time comes. In simple terms, personal financial planning allows you to be prepared for whatever life decides to throw at you. There are a number of benefits of personal financial planning including: • Risk management – it can allow you to assess the worst case scenario and develop a plan of

action for how you will manage the situation, such as being told that your contract will not be renewed. What risk does this pose to your current lifestyle and what changes need to be made?

• Future planning – having an idea of your current income and expenditure, future earnings and

outgoings, potential investment profits and any threats to your financial position can allow you to be prepared.

• Variation in income levels – if your current income was to stop or was reduced how would you

cope, what changes would need to be made? For example, if you become injured and unable to work and earn an income what would your financial situation look like, would you need to make changes?

• Savings plan – having a financial plan allows you to

know how much money you need to put away and save and how much you can spend. It allows you to look ahead and determine if you can afford a new car, a holiday or a house renovation or if you need to wait.

• Retirement and retirement planning – when can you retire, how much money will you have available and will it be enough to sustain your current lifestyle or will you need to budget and make changes?



CALCULATE THE PROFIT – EXPLORATION ACTIVITY

Using the information and examples provided on the previous page you are going to explore a range of investment options and their profit margins. For this activity you will require a calculator and access to the internet. Complete all allocated questions for each investment option.

Investment option 1 – Property

PIER REAL ESTATE

$1.6 to $1.9 Million

128 Victoria Street, Williamstown, Vic

3

1

2

Tom is a basketballer who has just signed a major endorsement deal with Nike. He wants to invest in a property and has decided to purchase the above property. Before he does so he wants to make sure that it is going to be a good and profitable investment. He is prepared that the property might sell for the high end price of $1.9 million. He currently has $1.2 million in the bank so he will require a loan of $700,000. He will rent the house out for 8 years and then look to sell it. A real estate agent in the area has told him that he should be able to rent the property for $1200 per week and that the capital growth on the property he is looking at is about 2.5% a year, which equates to $47,500 per year.

Using the loan calculator on the website - www.1728.org/mortpmts.htm, calculate how much money Tom stands to make on this property investment. Calculate the loan based on 6.5% and the loan length for both 30 years and 8 years to compare the difference. Record the potential profits and expenses in the table provided.

Profit Expenses Rental income (8 years) Payment total after 8 years Capital growth Monthly repayments (8 year loan) TOTAL Profit Loan balance after 8 years Payment total after 30 years Monthly repayments (30 year

loan)

Loan balance after 8 years (30 year loan

üT6.1



QUESTIONS: 1. What profit does Tom stand to make from this investment?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

2. What expenses will Tom incur if he takes on this investment?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

3. Would a loan over 8 or 30 years be more profitable? __________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

4. Would this be a profitable investment over 8 years? Justify your answer. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

5. If you were a financial advisor, would you recommend this as a viable investment for Tom?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

6. Identify two ways that this investment could be successful? __________________________________________________________________________________________ __________________________________________________________________________________________



SKILLS As well as analysing your personal situation you need to analyse the current skills that you have. Skills relate to the things that you are good at; the tasks that you are able to do well and the abilities that you have. Identifying your skills is an excellent way to examine your strengths and weaknesses. There are a number of strategies that you can apply to assist you in identifying your personal strengths and weaknesses, including:

• personal profiling • feedback from others • self-analysis • psychological or personality tests • professional counselling or coaching • reflection

Personal profiling is a description of who you are. You personal profile summarises your skills, qualifications and experience in a short paragraph. They are most often used on curriculum vitae (CV) or cover letters when applying for jobs. For example:

“I am a confident, highly driven teacher with 14-years of experience in a range of secondary schools across Melbourne both in the government and catholic sectors. I am resourceful and proactive; I combine effective communication skills with detailed subject area knowledge to deliver an engaging and innovative program to all of my students. I have taken on a number of leadership roles in my 14 years of teaching and have a keen interest in leading programs to improve whole school results. I am currently looking for an opportunity to further my career within the education industry.”

CREATE YOUR OWN PERSONAL PROFILE

The managing director of the Australian Institute of Sport (AIS) has approached you to ask that you write a personal profile for the organisation’s new website. They are going to have a new area introducing emerging athletes to watch in a number of sports. They have asked that your personal profile be a maximum of 100 – 150 words.



The four main learning styles are: Auditory - A predominantly auditory learner responds best to information that they hear. An auditory learner needs to be provided with a verbal explanation of how to perform the skill, task etc. The use of clear and precise verbal communication is vital for an auditory learner to absorb the required information. Information should be explained in a step-by-step easy to understand way.

Visual - As its name suggests a visual learner learns best through watching and observing the skill or task. Demonstration of the skill or task, allows a visual learner an opportunity to see how it is done. This will allow them to mimic the movement that they observed and learn it.

Kinaesthetic learners learn best through ‘doing’, touching and being hands on. They need to perform the task or skills in order to learn it. A kinaesthetic learner needs to be provided with an opportunity to try and watch the skill. This provides them with feedback for improvement instantly in real time.

Sensory learners learn through sensing the information ie: detecting, feeling or using intuition. They often prefer to discover the information or learn something through exploration.

ICT RESEARCH TASK – LEARNING STYLES

PART 1:

Each person has a learning style, it may be one of: Visual, auditory, sensory and kinesthetic or it may be a combination of two of these. Using the Internet research the four learning styles. You will need to provide: § an overview of each style § tips on how to engage and assist participants/people with particular styles of learning.

Visual

üT7.0



Auditory

Kinesthetic

Sensory

PART 2:

There are many online questionnaires that can assist you to identify your own learning style. Google “VAK tests,” find and complete one. Then, provide a brief overview of your learning style. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________



Personality type Your personality type can be defined as a combination of your characteristics, qualities and traits that form who you are as an individual. There are a number of models that are widely used to characterise a person’s personality. The Myers Briggs/Carl Jung 16 personality types is one of the most used model as it looks at a person’s relationships, career, motivations and core values. The questionnaire groups individuals responses based on four preferences:

Introverted (I) OR Extroverted (E)

o private person o reserved o likes being slower-paced o think things through internally o prefers to watch others and observe o focuses on their inner world o reflective, contained and intimate

o outgoing o talkative o likes being fast-paced o tends to think out loud when

working with others o Loves being the center of attention o Focuses on the outer world o Expressive, active and enthusiastic

Sensing (S) OR Intuitive (N)

o Relies on hard facts and details o Focuses on the reality of a situation o Prefers ideas that are practical o Is literal o Focuses on the here and now o Traditional, practical and realistic

o Likes to imagine the possibilities of things

o Focuses on the big picture and how everything connects to that big picture

o Is figurative o Focuses on future possibilities o Imaginative and original

Thinking (T) OR Feeling (F)

o Uses logic to make decisions and does not get emotionally involved in the situation

o Is about fairness and justice o Loves to find the faults, mistakes or

flaws in an argument o Is reasonable and level–headed o Analyses situations based on cause

and effect o Logical, reasonable, critical and tough

o Thinks about how their actions will affect others before making decisions

o Is about harmony and forgiveness o Loves to please others o Always sees the best in others o Is warm and empathetic o Is a people-focused person o Compassionate, accommodating

and accepting

Judging (J) OR Perceiving (P)

o Organised o Prefers when matters have an end

point and have been settled o Understands and values rules and

deadlines o Likes to have detailed, step-by-step

instructions o Makes plans and likes to know what

they are doing o Starts on tasks early, scheduled and

methodical

o Flexible o Likes to keep things open o Believes that rules and deadlines

are always flexible o Is spontaneous, likes doing things

that are unplanned at the last minute

o Likes to improvise and make up things as they go

o Casual and may be pressure-prompted



These preferences are then combined to reveal a person’s personality type, for example, the personality type ENFJ is extroverted, intuitive, feeling and judgment. This has been categosied by Myers Briggs as the “teacher” personality. Other combinations of the four preferences reveal other personality types such as counsellor, healer, mastermind, field marshall, inventor, architect, champion, performer, composer, operator, promoter, provider, protector, inspector or supervisor.

PERSONALITY TYPES – DISCUSSION AND

INVESTIGATION ACTIVITY

PART 1:

In pairs have a go at trying to guess what four preferences make up each of the 16 personality types? Match each combination of the four preferences (left hand side) with Myers Briggs personality types (right hand side). Think about the characteristics that a person would need in each of the roles to assist you as well as the information tables on the previous page.

Four preference combinations

Personality type Four preference combinations

Personality type

ENFJ Teacher

ESFP Performer

INTJ Counsellor ISTJ Composer

INTP Healer

ISFP Operator

ENTP Mastermind

ESTJ Promoter

ENFP Field Marshall

ISFJ Provider

ISFJ Inventor

ISTP Protector

ISFP Architect

ESTP Inspector

ENTJ Champion

ESFJ Supervisor

PART 2:

Investigate your own personality types. Access the website: www.similarminds.com/jung.html, enter your gender and complete the test. List the percentages of your results below and summarise the personality type that you have been categorised as.

üT7.1

APPLIED LEARNING STREAM - ivetinstitute.com.au Indu… · by poor posture, continuous repetitive...

Documents

Transcript of APPLIED LEARNING STREAM - ivetinstitute.com.au Indu… · by poor posture, continuous repetitive...