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 CHCDHA404A, 'Develop and maintain positive relationships with key stakeholders'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and maintain positive relationships with key stakeholders' 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 |
1. Establish partnership with the community and key stakeholders | 1.1 Respond quickly to requests for information or participation by key stakeholders and the community 1.2 Develop understanding of partner country's national development strategies, institutions and procedures 1.3 Take opportunities to explain or promote the activities, policies and values of the organisation and/or program as appropriate and in line with concepts andprinciples of aid effectiveness and community development 1.4 Effectively promote activities, policies and values of the organisation and/or program to a range of audiences, within relevant guidelines and in culturally sensitive and appropriate ways 1.5 Refer non-routine requests for information to an appropriate person within the organisation or involved in the program at the local, national or international level |
2. Develop networks and working relationships | 2.1 Recognise and take account of the roles and responsibilities of key stakeholders in interactions 2.2 Develop positive working relationships with key stakeholders, and maintain them over time to encourage positive outcomes and stakeholder support 2.3 Conduct dealings with key stakeholders to develop a relationship of trust and mutual understanding 2.4 Actively seek to collaborate with other organisations involved in development and humanitarian assistance work to create added value and greater development effectiveness 2.5 Establish formal and informal networks at the local, regional and national levels to support ongoing and future liaison and collaboration 2.6 Obtain feedback from other organisations and governments to inform and improve service delivery, and to ensure that service integrates with activities of other agencies and organisations |
3. Build and maintain relationships within changing teams | 3.1 Initiate contact and build relationships with new people, including those who have different experiences, perceptions and values to own 3.2 Maintain openness to change and differences between people, accepting and valuing diversity 3.3 Take responsibility for own work and where appropriate facilitate others working in the area to undertake their roles and responsibilities 3.4 Actively listen and work to understand the different perspectives of all personnel specifically to build shared understanding 3.5 Demonstrate an appropriate level of confidence in own judgment and abilities 3.6 Actively listen to ideas and opinions of others and process them objectively as a basis for expanding own ideas, approach and judgment 3.7 Take appropriate actions to provide key practical inputs to influence people over whom you may have no direct authority 3.8 Constructively challenge inappropriate behaviours by focusing on specific actions or attitudes behind the problem, not personalising them 3.9 Behave appropriately to local context and reduce vulnerability by acting in accordance with security guidelines |
4. Represent the organisation and/or program in the community | 4.1 Represent to the community the activities, policies and values of the organisation and/or program through both formal communication and general conduct to gain key stakeholders' understanding and commitment, within relevant guidelines and in culturally sensitive and appropriate ways 4.2 Represent the organisation and/or program to external bodies and agencies, where deemed strategically advantageous, and subject to relevant policies and procedures and operational availability of staff 4.3 Represent the position of the organisation and/or program on development and relief issues in appropriate forums, subject to relevant policies and procedures and operational availability of staff 4.4 Promote and apply concepts and principles of aid effectiveness and community development |