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 BSBMGT502A, 'Manage people performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage people performance' 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 | Allocate work | 1.1 | Relevant groups and individuals are consulted on work to be allocated and resources to be deployed |
1.2 | Work is allocated in accordance with operational plans | ||
1.3 | Allocation of work is cost effective and appropriate in terms of the use of internal/external labour | ||
1.4 | Performance standards, Code of Conduct and work outputs and processes are confirmed prior to commencement | ||
1.5 | Performance indicators are developed for key result areas and are agreed prior to commencement of work | ||
1.6 | Risk analyses are undertaken in accordance with the organisational risk management plan and legal requirements | ||
2 | Assess performance | 2.1 | Performance management and review processes are designed to be consistent with organisational objectives and policies |
2.2 | Participants in the performance management and review process are trained | ||
2.3 | Performance management processes are implemented in accordance with planning and timelines | ||
2.4 | Performance is monitored and evaluated on a continuous basis | ||
3 | Provide feedback | 3.1 | Informal feedback is given in a regular, timely manner |
3.2 | Poor performance is identified promptly and brought to the attention of the appropriate person | ||
3.3 | On-the-job coaching is provided when necessary, both to improve performance and confirm excellence in performance | ||
3.4 | Documentation of performance is in accordance with the performance management system | ||
3.5 | Formal structured feedback sessions occur as necessary and in accordance with organisational policy | ||
4 | Manage follow-up | 4.1 | Performance improvement and development plans are developed in accordance with organisational policies |
4.2 | Assistance is sought from human resource specialists where appropriate | ||
4.3 | Excellence in performance is reinforced through recognition and continuous feedback | ||
4.4 | Individuals not meeting expectations are provided with the necessary coaching and re-training and monitored closely | ||
4.5 | Support services are provided to meet individual needs and circumstances | ||
4.6 | Individuals who continue to perform below expectations are counselled and, where necessary, placed within the disciplinary process | ||
4.7 | Terminations occur where serious misconduct or on-going under-performance occurs | ||
4.8 | Terminations are in accordance with organisational and legal requirements | ||
4.9 | Performance feedback systems are evaluated regularly and revised as necessary | ||
4.10 | Selection, induction and training systems are evaluated regularly and improved | ||