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 CPPDSM4072A, 'Provide leadership in the property industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide leadership 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
1Model high standards of performance.
1.1 Own work practices model high standards of performance and ethics in providing property services according to organisational, legislative, financial and procedural requirements.
1.2 Property services and work practices are planned and implemented according to client and organisational values and requirements.
1.3 Work practices reflect an understanding of and respect for individual differences, and are adapted as appropriate to meet specific needs of relevant people.
1.4 Individual and team efforts and contributions are encouraged, valued and rewarded according to organisational requirements.
1.5 Breaches of organisational codes of ethics and practices are recognised and reported according to organisational and industry standards and procedures.
2Interpret and comply with financial, legislative and procedural requirements.
2.1 Financial, legislative and procedural requirements relevant to property services are identified and accessed according to organisational requirements.
2.2 Key financial, legislative and procedural principles relating to organisational values and requirements are identified and interpreted.
2.3 Information relevant to property services is identified and assessed according to organisational requirements.
2.4 Own interpretation and application of financial, legislative and procedural requirements are confirmed with relevant people to ensure consistency.
2.5 Situations requiring specialist advice are identified and assistance is sought as required according to organisational procedures.
3Facilitate commitment to workplace change.
3.1 Opinions and suggestions on improving work practices are encouraged to facilitate participation in change processes.
3.2 Goals and objectives of change are communicated clearly and promptly to individuals and teams.
3.3 Business equipment and technology are used to manage and provide access to information on progress towards objectives of change.
3.4 Mentoring and coaching are provided to support individuals and groups through introduction of change.
3.5 Decisions to overcome problems in implementation of change are made in consultation with relevant people.
3.6 Effective relations and communications are maintained with clients and colleagues during process of change.
4Develop and maintain professional competence.
4.1 Own professional development is maintained in consultation with relevant people according to organisational requirements.
4.2 Feedback from clients and colleagues is used to determine professional competency and quality of performance, and to identify key areas for improvement in providing property services.
4.3 Personal knowledge and skills in providing property services are assessed against competency standards and other relevant benchmarks to determine professional development needs and priorities.
4.4 Strategies to maintain currency of professional competency in providing effective property services are identified, planned and implemented.
4.5 Professional networks are participated in to identify and build relationships with relevant individuals and organisations in the property industry to obtain and maintain personal knowledge.