Setting Work Related Targets — Open Awards Vocationally-Related Qualification Employability & Work Skills Revision
This subtopic introduces learners to the process of setting simple, achievable work-related targets. It focuses on helping learners identify what they want
Topic Synopsis
This subtopic introduces learners to the process of setting simple, achievable work-related targets. It focuses on helping learners identify what they want to accomplish in a work or work-preparation context and how to participate in discussions to agree on personal targets. The practical application involves learners knowing and stating their own targets, which supports their engagement and progress in employability settings.
Key Concepts & Core Principles
- Teamwork: Working with others to achieve a common goal, including listening, sharing ideas, and supporting team members.
- Communication: Using clear verbal and non-verbal methods to share information, ask questions, and follow instructions.
- Health and Safety: Understanding basic workplace safety rules, such as identifying hazards and using equipment correctly.
- Personal Development: Recognising your own strengths and areas for improvement, and setting simple goals for growth.
Exam Tips & Revision Strategies
- Use concrete examples from the learner's immediate environment (e.g., 'Turn up on time for a session') to make targets meaningful
- Ensure evidence captures the process of discussion, not just the final target statement
- If the learner uses alternative communication, record how they indicated their target (e.g., by selecting a picture symbol)
- Practice setting targets regularly so the learner becomes familiar with the language and routine
- Use the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to structure your targets for clarity and assessment readiness.
- In written tasks, always include a reason for choosing each target—this demonstrates understanding of its purpose.
- Prepare to discuss how you would review progress against a target, even if only in simple terms like 'checking weekly'.
- Use visual prompts and real-life examples when helping the learner articulate their targets, as this can reduce anxiety and improve clarity.
Common Misconceptions & Mistakes to Avoid
- Confusing a broad wish (e.g., 'I want to be happy at work') with a specific, actionable target
- Struggling to articulate a target verbally, which may mask their understanding of the concept
- Relying on the assessor or supporter to set the target without attempting to engage in the process
- Confusing personal wishes with work-related targets by stating goals unrelated to job duties or professional growth.
- Setting targets that are too broad or unrealistic, such as 'do better at work' without specifying measurable actions.
- Omitting a timeframe or deadline, making the target difficult to track or assess.
Examiner Marking Points
- Award credit for demonstrating engagement in the target-setting process (e.g., attending a meeting, nodding, using a communication aid)
- Look for evidence that the learner can name or indicate at least one personal work-related target
- Check that the learner can show awareness of what they need to do to work towards a target, even with support
- Accept non-verbal responses (e.g., pointing to a picture symbol) as valid demonstration of knowing their targets
- Award credit for clearly stating at least two purposes of target-setting (e.g., to improve performance, to monitor progress).
- Award credit for identifying a relevant area of focus for a work-related target from a provided job description or role play.
- Award credit for listing at least one personal work target with a simple outline of how it will be achieved.
- Acknowledge attempts to link the target directly to a specific aspect of the learner's work or development needs.