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 CPCCBC5005A, 'Select and manage building and construction contractors'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Select and manage building and construction contractors' 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. Manage the determination of subcontractor requirements. | 1.1. Subcontractor resource requirements are assessed on the basis of expected operations and reference to the business plan. 1.2. Subcontractor requirements are managed, prioritised and documented on the basis of expected work sequence and volume. 1.3. Task analyses are conducted and managed and competences are identified from the nature of the work to be done and organisational structure. 1.4. Type and number of subcontractors are determined and a formal subcontractor structure is developed for the project. 1.5. Industrial legislation and contract legal matters that impact on operations are researched to clarify workplace obligations and subcontractor rights. |
2. Manage the review of subcontractor performance. | 2.1. Existing subcontractor areas of expertise are identified or reviewed to build an operational profile for each subcontractor. 2.2. Information is gathered and examined on previous performance of existing subcontractors, their work profiles and history. 2.3. Reviewing subcontractor performance for the purpose of identifying strengths and weaknesses is undertaken. 2.4. Management plan is developed for each subcontractor to enhance their ability to meet contractual obligations. |
3. Establish terms and conditions for subcontractor engagement. | 3.1. Subcontractor terms of engagement and scope of operations under the contract are developed or reviewed to ensure contract obligations can be met. 3.2. Conditions to be met under the terms of engagement for subcontractors are reviewed and periodically reinforced with the subcontractors. |
4. Manage the selection and engagement of subcontractors. | 4.1. Subcontractor engagement strategies and processes are developed and facilitated to meet organisational timelines and contract dates. 4.2. Processes for selection and engagement of subcontractors are managed to ensure that equal opportunity principles apply to all applicants. 4.3. Subcontractor short-listing and qualification checking are managed to enable the selection and engagement of the most appropriate subcontractor. 4.4. Successful and unsuccessful tenderers are notified about the outcomes of the selection process. 4.5. Processes for commencement, induction and any required pre-engagement training are managed and implemented. |
5. Evaluate subcontractor performance and compliance with contract requirements. | 5.1. Systems that evaluate subcontractor performance and compliance with contract requirements are developed and managed. 5.2. Gathering of strategic information about subcontractor performance is managed under terms of confidentiality and security but within known collection parameters. 5.3. Performance review outcomes are discussed with subcontractors on a confidential and equitable basis. 5.4. Feedback and appeal systems are introduced and managed to ensure that subcontractors have the opportunity to challenge review outcomes. 5.5. Remedial or disciplinary action is undertaken against the subcontractor in accordance with organisational policy and operational guidelines where appropriate. |