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 CPPSPS4010, 'Manage own role as a swimming pool and spa technician'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage own role as a swimming pool and spa technician' 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. | Manage own work performance. | 1.1. | Professional behaviours appropriate to the swimming pool and spa servicing industry are identified and demonstrated. |
1.2. | Effective communication strategies are used to establish rapport with clients, determine client needs, give accurate advice to clients, and provide follow-up services. | ||
1.3. | Own work responsibilities, priorities and accountabilities are met within required timeframes. | ||
1.4. | Stable work performance is consistently maintained in a range of work situations. | ||
1.5. | Difficult workplace situations are identified, addressed promptly, safely and sensitively, and concluded positively. | ||
1.6. | Situations in which specialist advice is required are identified and sources of specialist advice in relation to swimming pools and spas are obtained. | ||
2. | Develop and maintain professional competence. | 2.1. | Personal strengths and weaknesses in swimming pool and spa servicing are assessed to determine personal development priorities and action where necessary. |
2.2. | Feedback on performance is regularly sought from clients and others and is used to improve professional competence. | ||
2.3. | Management skills relevant to work as a swimming pool and spa technician are identified and developed to enhance performance. | ||
2.4. | Participation in professional networks and associations is used to enhance knowledge, skills and relationships. | ||
2.5. | Opportunities for continuing professional development to maintain competence and develop skills and knowledge relating to swimming pool and spa servicing are identified, planned and implemented. | ||
3. | Model ethical practice. | 3.1. | Ethical and conduct standards relevant to swimming pool and spa technicians are identified and applied in providing services to clients. |
3.2. | Situations in which specialist advice is required are identified and sources of advice on matters relating to ethical practice are determined. | ||
4. | Follow business quality procedures. | 4.1. | Enterprise quality assurance systems and practices are implemented. |
4.2. | Work is monitored and completed in line with enterprise standards. | ||
4.3. | Information is routinely provided to clients on compliance of swimming pool or spa and environs with safety legislation. | ||
4.4. | Improvements and changes to quality procedures are identified and communicated in line with enterprise procedures. | ||
5. | Provide service to customers. | 5.1. | Communication with internal and external customers is conducted in a polite, professional and friendly manner. |
5.2. | Service is delivered to customers in line with enterprise standards. | ||
5.3. | Customer complaints are resolved or referred to a higher level staff member for action. | ||
5.4. | Opportunities to deliver additional levels of service beyond a customer’s immediate request are recognised and acted upon. | ||