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 CPPDSM4056, 'Manage conflicts and disputes in the property industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage conflicts and disputes in the property industry' 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. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Assess conflict or dispute. | 1.1. | Causes of conflict or dispute are identified and response required to prevent escalation is identified and evaluated. |
1.2. | Effective communication, observation and active listening skills are applied to elicit and interpret verbal and non-verbal information and ensure an accurate exchange of information. | ||
1.3. | Situations requiring specialist advice are identified and assistance is sought as required. | ||
2. | Negotiate resolution. | 2.1. | Conflict or dispute is negotiated and resolved constructively using strategies that comply with established organisational procedures. |
2.2. | Negotiation techniques are used to maintain positive interaction, and divert and minimise aggressive behaviour. | ||
2.3. | Communication with others is conducted in a courteous manner that reflects sensitivity to individual, social and cultural differences. | ||
2.4. | Contradictions, ambiguity, uncertainty or misunderstandings are identified and clarified. | ||
2.5. | Factors that might impact on the safety or security of clients and colleagues are identified and appropriate responses or contingency measures are formulated and implemented. | ||
3. | Evaluate response. | 3.1. | Response evaluation findings are organised in a format suitable for analysis. |
3.2. | Effectiveness of response is reviewed and evaluated. | ||
3.3. | Incident observations are provided in an accurate, concise and constructive manner when reviewing and debriefing situations. | ||
3.4. | Records and, where required, report of conflict or dispute are prepared using business equipment and technology. | ||
3.5. | Information is securely maintained with due regard to confidentiality, and legislative and organisational requirements. | ||