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 BSBFLM412A, 'Promote team effectiveness'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Promote team effectiveness' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Plan to achieve team outcomes | 1.1 | Team purpose, roles, responsibilities, goals, plans and objectives are identified, established and documented in consultation with team members |
1.2 | Team members are supported in meeting expected outcomes | ||
2 | Develop team cohesion | 2.1 | Opportunities are provided for input of team members into planning, decision making and operational aspects of work team |
2.2 | Team members are encouraged and supported to take responsibility for own work and to assist each other in undertaking required roles and responsibilities | ||
2.3 | Feedback is provided to team members to encourage, value and reward individual and team efforts and contributions | ||
2.4 | Issues, concerns and problems identified by team members are recognised and addressed or referred to relevant persons as required | ||
3 | Participate in and facilitate work team | 3.1 | Team members are actively encouraged to participate in and take responsibility for team activities and communication processes |
3.2 | The team is given support to identify and resolve problems which impede its performance | ||
3.3 | Own contribution to work team serves as a role model for others and enhances the organisation's image within the work team, the organisation and with clients/customers | ||
4 | Liaise with management | 4.1 | Communication with line manager/management is kept open at all times |
4.2 | Information from line manager/management is communicated to the team | ||
4.3 | Unresolved issues, concerns and problems raised by the team/team members are communicated to line manager/management and followed up to ensure action is taken | ||
4.4 | Unresolved issues, concerns and problems related to the team/team members raised by line managers/management are communicated to the team and followed up to ensure action is taken | ||