GUIDELINES FOR REQUIRED PROFESSIONAL
COMPETENCIES
ACTION PLANS AND THEIR USE WITHIN PLACEMENT VISITS
The form has been devised to:


Provide Work Based Placement Learning staff with guidance to the Required Professional
Conferences and how to use them within WBPL.
Provide Work Based Placement Learning staff with guidance to the use an implementation
of placement Action Plans
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Required Professional Competencies
The Required Professional Competencies (RPCs) are the minimum standards required of Work
Based or Placement Learning they can be used as an aide memoire in the completion of the
student’s mid and final review.
By using the RPCs as the benchmark for the student’s performance and level and development
while in Work Based & Placement Learning at the mid-point and final review during the Visiting
Tutors visit. If the student falls into any of the grey areas during the midpoint review then an action
plan is put into place and if they are in the grey areas (not meeting minimum standards) at the end
of the placement this part of the assessment is deemed as a failure.
Action Plan
If the student falls in any grey area during the placement mid placement review and action plan
should be put into operation.
The action plan is agreed and signed by all parties involved (student, Work Based Learning or
Placement Provider’s WBPL mentor or line manager and Visiting Tutor).
The Action Plan needs to address all the grey areas that are deemed as unsatisfactory or below. In
the Action Plan the competencies that are being failed need to be highlighted, comments from the
visiting tutor and the Work Based Learning or Placement Provider or Mentor or Line Manager as to
why the student is failing that particular competency and a cause of action agreed.
Below is an example template for the Action Plan and the sliding scale for the Required Professional
Competencies. If an Action Plan is required then student should be encouraged to reflect on this
within their Reflective Log. If the problems are severe then the placement tutor needs to be
contacted and further discussion as to how the Work Based & Placement Learning can be continued
and in extreme measures cancelled.
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REQUIRED PROFESSIONAL COMPETENCIES
ICT Skills
A basic Recognition and use of
the variety of ICT available to
support their role.
Written
Communication
The writer’ documents are
unclear and the reader has
trouble understanding its
purpose.
Responds to questions
inadequately.
Can Use some basic ICT
hardware and software
packages to support you their
role.
The reader has a difficult time
determining why the writer has
created this document.
Can Use basic ICT hardware and
software packages efficiently to
support their role.
Responds with difficulty to basic
questions and does not respond
adequately to comments from
other members of staff.
Generally responsive to
comments, questions, and other
staff members needs. Gives
some opportunities for
interaction with others
The writer often loses focus on
the main point of the
document.
Efficient use to an Intermediate
use of ICT hardware and
software packages to support
their role.
This reader thinks the writer’s
purpose is clear for the most
part.
Used ICT to widen their
knowledge and understanding
and increased their
effectiveness within their role.
This reader thinks that the
writer’s purpose is clear. The
document has a clear focus.
Consistently clarifies, estates,
and responds to questions.
Summarizes when needed.
Is approachable and able to
confidently communicate to
staff on all levels
Networking
Unable to Identify networking
opportunities.
Can identify opportunities but
cannot recognise how they can
add value to a conversation.
Can identify opportunities and
recognises how they can add
value to a conversation.
Sometimes able to clarify, and
respond to questions. Can
summarise on some topics. Is
approachable and able to
communicate to piers but
hesitant on communicating to
more senior staff
Can make useful links and
connections with those they
meet.
Teamwork
Creates disharmony amongst
colleagues
 Demonstrates a lack of selfesteem that hinders their
ability to effectively
contribute to work.
 Cannot communicate with
others due to lack of self
esteem
Appears to have difficulty
working with others
•Aggressively states his or her
opinions and perspectives.
•Unwilling to present his or her
ideas and perspectives, both
verbally and in writing.
•Shows no willingness to take
on challenging new projects or
assignments.
Demonstrates some inhibitions
when working with others
•Clearly and appropriately
states his or her opinions and
perspectives, even if others
disagree.
•Exhibits some confidence and
conviction when presenting his
or her ideas and perspectives,
both verbally and in writing.
•Sometimes demonstrates a
willingness to take on
challenging new projects or
assignments.
•Does not demonstrate
confidence that his or her plans
Generally works well with
others colleagues
•Clearly and appropriately
states his or her opinions and
perspectives, even if others
disagree.
•Exhibits confidence and
conviction when presenting his
or her ideas and perspectives,
both verbally and in writing.
•Sometimes demonstrates a
willingness to take on
challenging new projects or
assignments.
•Admits when he or she is
wrong or someone else has a
Verbal
Communication
Self Confidence
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Able to identify networking
opportunities making useful
links and uses their network to
benefit them.
Works exceptionally well with
other colleagues.
•Clearly and appropriately
states his or her opinions and
perspectives, even if others
disagree.
•Exhibits confidence and
conviction when presenting his
or her ideas and perspectives,
both verbally and in writing.
•Demonstrates a willingness to
take on challenging new
projects or assignments.
•Quickly informs others when
he or she cannot fulfill a
request, and the reason for it,
and decision will be successful.
better solution and is willing to
change direction or reorient his
or her actions as necessary.
Demonstrates confidence that
his or her plans and decisions
will be successful.
Influencing &
Negotiating
•Cannot develop a line of
reasoned argument
•Cannot back up points with
logic
•Becomes aggressive when
attempting to gets points across
•Aggressively challenges views
expressed by others they
disagree with or odes not
challenge at all
•Does not listen to the needs of
others
•Does not compromise
•Finds it difficult to develop a
line of reasoned argument
•Cannot back up points with
logic
•Becomes aggressive when
attempting to gets points across
•Finds difficulty in challenging
views expressed by others they
disagree with
•Needs prompting to listen to
the needs of others
•Does not compromise
•Able to develop a line of
reasoned argument
•Usually backs up points with
logic using positive language
•Becomes aggressive when
attempting to gets points across
•Finds difficulty in challenging
views expressed by others they
disagree with
•Needs prompting to listen to
the needs of others
•Sometimes compromises
•Able to develop a line of
reasoned
argument
•Usually backs up points with
logic using positive language
•Gets points across in a calm
and assertive manner
•Tactfully challenges view
expressed
by others they disagree with
•Listens to the needs of others
•Reaches agreement acceptable
to both sides, establishing trust
•Knows when to compromise
Emotional
Intelligence
Does not have control over
emotional reactions. Responds
to difficult individuals or
situations with an agitated and
defensive manner. Struggles to
keep personal matters from
interfering with performance.
Is not self-aware and does not
understand how their actions
can cause issues within working
environment with other
members of staff. Does not pick
up on clues from other
members of staff and is socially
unaware
For the most part, controls
emotional reactions. Usually
keeps personal matters from
interfering with performance.
For the most part, controls
emotional reactions. Responds
to difficult individuals or
situations with a calm and nondefensive manner. Usually
keeps personal matters from
interfering with performance.
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offers problem-solving
alternative.
•Admits when he or she is
wrong or someone else has a
better solution willing to change
direction or reorient their
actions as necessary.
Demonstrates confidence that
his or her plans and decisions
will be successful.
•Able to develop a line of
reasoned argument
•Backs up points with logic
using positive language
•Emphasises positive aspects of
an argument
•Gets points across in a calm
and assertive manner
•Tactfully challenges view
expressed by others they
disagree with
•Handles objections to their
arguments by identifying
common ground.
•Listens to the needs of others
•Reaches agreement acceptable
to both sides, establishing trust
•Knows when to compromise
•Uses open body language
Is self-aware and socially aware
and able to remedy difficult
individuals or situations with a
calm and non-defensive
manner. Keeps personal
matters from interfering and
maintains top performance.
Leadership
Ignores others contributions.
Works independently. Does not
listen to others. Does not
contribute to organization
Does not contribute to assigning
roles or defining goals.
Works well with others. Listens
to team members' opinions.
Helps organize contributions.
Assumes leadership role in
prioritising and coordinating
tasks and/or integrating
individual contributions into
final result.
Critical Thinking &
Problem Solving
Does not demonstrate any
insight or techniques in problem
solving within their own
learning.
Does not approach problem
solving with any process. Has
difficulty constructing and
executing a plan.
Consistently reacts incorrectly
before thinking through a
problem. Makes some
situations worse.
Reveals some insights about
own learning. Basic
understanding of relevance of
problem-solving techniques.
Can identify problem-solving
techniques that are most
helpful, Cannot clearly
summarize self-knowledge.
Uses a basic process for
problem solving. Understand
the problem Construct a plan to
solve the problem Execute the
plan.
Motivation (strong
work
ethic)Conscientious
Appears to lack interest and
motivation. Does not seek out
opportunities to develop.
Appears to lack initiative or
drive to complete set tasks.
Shows interest but displays
negative attitudes at times
Appears interested and usually
displays enthusiasm.
Approach is one of interest and
genuine enthusiasm
Professionalism
Behaves in an inappropriate
manner for a working
environment.
Unpunctual. Always or
frequently late forgets to phone
in
Provides work that usually
needs to be checked/re-done by
others to ensure quality.
Lacks awareness of the concept
of professionalism
Professional rapport frequently
affected by over familiarity
Always acts professionally
Occasionally late. Usually
phones in
Usually on time. Phones in if
about to be late/absent
Aware of professionalism but
occasionally over familiar with
client or colleagues.
Rarely late. Manages time
appropriately
Provides work that occasionally
needs to be checked/re-done by
other group members to ensure
quality.
Provides adequate work that
does not need to be thoroughly
checked or redone and is of an
adequate quality.
Provides high quality work.
Provides work of the highest
quality.
Time Keeping/
Management
Quality of Work
5
Encourages, motivates, and
works well with others. Seeks
and respects other staff
members' opinions. Helps to or
organizes contributions of staff
involved in their business as
usual activities.
Critically reflects on problemsolving techniques, strategies,
and results. Identifies those
most helpful to self. Offers
clear insights regarding selfknowledge.
Always on time. Manages time
appropriately and well.
ACTION PLAN
Date of Review
Name of Visiting Tutor
Mid-point review comments
Area needed to be developed
Action required & agreed
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