Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AHCWOL404, 'Establish work routines and manage wool harvesting and preparation staff'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish work routines and manage wool harvesting and preparation staff' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Element | Performance criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Define work roles for shed staff | 1.1 Define the roles and responsibilities of shed staff 1.2 Identify the skills of shed staff and match with available tasks and duties 1.3 Identify the requirements of job duties and Code of Practice and communicate to shed staff 1.4 Explain work health and safety policy and procedures to staff and monitor implementation 1.5 Explain animal welfare and biosecurity policies to staff and monitor implementation |
2. Induct shed staff | 2.1 Identify work health and safety hazards, assess risks and implement suitable controls 2.2 Communicate the details of shearing, including flock and mob details to staff 2.3 Brief new staff on relevant awards, enterprise agreements, pay rates and related administration 2.4 Advise new staff of terms and conditions and sign on 2.5 Familiarise new staff with the workplace and colleagues 2.6 Explain the enterprise’s environmental policy and procedures and monitor implementation |
3. Support on-the-job training | 3.1 Encourage individuals to self-evaluate performance and identify areas for improvement 3.2 Determine training needs through appraisal of staff and monitoring of work performance 3.3 Analyse practical skills and then explained and demonstrated as required 3.4 Provide workplace learning opportunities with coaching and mentoring to support learning 3.5 Adjust staff responsibilities to allow for practice and skills development where required |
4. Performance manage shed staff | 4.1 Establish performance standards for clip preparation and communicate to individuals and the team 4.2 Explain skirting requirements and monitor skirtings ratio 4.3 Describe the requirements for separating specific parts of the fleece to wool handlers using the Code of Practice and processor requirements 4.4 Use motivation strategies for shed staff to maintain a consistent focus on clip preparation standards and timing of operations |
5. Maintain effective working relations with the team | 5.1 Recognise problems and address through discussion with work group 5.2 Seek assistance from work group members when difficulties arise in achieving allocated tasks 5.3 Use discussion and information sharing to communicate requirements of work activities through a participative approach 5.4 Manage disagreements and conflicts constructively using appropriate conflict management strategies |
6. Provide feedback to shed staff | 6.1 Provide confirmatory feedback to emphasise good performance and technique and its importance for clip quality 6.2 Provide corrective feedback in a constructive way, including an explanation of the effects of poor performance or incorrect technique and strategies for improvement 6.3 Address under performance both on an individual and team basis 6.4 Use clip data to share feedback on clips prepared with team members |