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 BSBGOV507, 'Manage board or committee and organisational conflict'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage board or committee and organisational conflict' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify existing and potential conflict
1.1 Determine if conflict exists and its possible causes
1.2 Identify potential situations of future conflict
1.3 Develop strategies to prevent conflict
2. Consider the conflict situation
2.1 Consider if the conflict relates to operational or strategic activity
2.2 Acknowledge the issue(s) and the roles of the parties involved, noting that board and committee members' roles are strategic and employees' roles are operational
2.3 Ascertain how the roles of the parties involved have impacted upon the conflict
2.4 Develop resolution strategies in accordance with legislation, the organisation's constitution and in consultation with conflicting parties
2.5 Seek professional advice where needed, maintaining discretion and confidentiality
2.6 Ensure the wellbeing of individuals and the organisation is considered when developing resolution strategies
3. Use strategies to resolve conflict
3.1 Promptly, appropriately and impartially implement resolution strategies that are in line with legislation and the roles of the parties involved
3.2 Diffuse emotional situations by focussing on the issue(s) rather than the individual(s) concerned
3.3 Follow organisational grievance policy if conflict has escalated to grievance level
3.4 Allow sufficient time for the conflict to be resolved
3.5 Monitor and evaluate the process used to resolve the conflict