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 CUVICS05B, 'Lead a team to foster innovation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead a team to foster innovation' 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. Provide a model of innovative practice | 1.1. The value placed by the organisation on innovation is promoted and reinforced. 1.2. Case studies and examples of the use and benefits of innovative work practices within teams are shared with team members. 1.3. An example of the way innovation @ workskills can be applied is provided by the team leader. 1.4. The qualities of an effective team member are demonstrated by the team leader in working with the team. |
2. Organise teams to maximise innovation | 2.1. The performance requirements for the team are analysed. 2.2. Information is gathered about team members. 2.3. Strengths and weaknesses of individual team members are acknowledged. 2.4. Team roles are assigned to ensure a match between work requirements and individual team members' capacities. 2.5. Team members are selected to foster cross fertilisation of ideas. |
3. Organise work assignments within team to facilitate innovative practices | 3.1. Work is structured and organised to enable the use of innovation @ work skills. 3.2. Work assignments are communicated to team members in ways that encourage and reinforce team based innovation. 3.3. Tasks and activities are allocated to ensure the best use of team skills. 3.4. Work assignments include timelines that allow for innovation. |
4. Provide guidance and coaching to team members on innovation in the workplace | 4.1. Team members are encouraged to work collaboratively on work assignments. 4.2. Team members are encouraged to share work information, knowledge and experiences in their day-to-day work. 4.3. Team members are encouraged to seek external stimuli and knowledge and to set up and maintain networks. 4.4. Appropriate guidance is provided to team members on the use of innovation @ work skills. 4.5. Team members are coached to ensure they have the enabling skills to implement innovation @ work skills. |
5. Monitor the team's ongoing use of innovation @ work skills | 5.1. Team members are actively encouraged to reflect on activities and opportunities for improvement and innovation. 5.2. Team activities are evaluated based on feedback from team members, management, clients and other interested people. 5.3. Suggestions for work improvements made by team members are positively received and acted upon where appropriate. 5.4. Reviews of the 5.5. The innovation process is reviewed and both positive and negative outcomes are discussed and constructively analysed. |
6. Provide feedback on the use of innovation @ work skills | 6.1. Team members are debriefed after work, training and evaluation exercises. 6.2. Feedback from review processes are discussed within the group and are used to inform future planning. 6.3. Successful innovations are celebrated in appropriate ways. 6.4. Problems in the use of innovation @ work skills are discussed in a constructive way. |