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 BSBSMB414, 'Time management for small business'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Time management for small business' 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. Collect information to improve time management | 1.1 Choose an appropriate method to record current time usage 1.2 Document all activities and commitments and the associated effort required over a time period that gathers enough information to provide a representative pattern of time usage 1.3 Calculate the amount of time spent on each type of activity, considering the impact of non-regular or one-off activities 1.4 Identify key distractions and time wasters 1.5 Review personal organisation and business systems for potential efficiencies |
2. Establish personal work goals and priorities | 2.1 Identify personal and business objectives and responsibilities, including ongoing or regular tasks 2.2 Determine any tasks or functions that can be delegated or outsourced 2.3 Select a preferred process or method for prioritising tasks aligned to business goals |
3. Implement time management strategies | 3.1 Schedule tasks according to priority and aligned with personal productive times 3.2 Access technology where relevant to streamline or automate processes 3.3 Select and use tools that help plan time management and schedule tasks 3.4 Incorporate blocks of time for personal tasks and responsibilities to assist with work-life balance 3.5 Set boundaries and communicate to others available times 3.6 Initiate actions to minimise distractions and reduce time wasters. 3.7 Measure personal performance and identify areas for improvement on a regular basis |