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 FNSICORG515B, 'Provide mentoring and coaching within the workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide mentoring and coaching within the workplace' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify individuals learning and development needs | 1.1 | Discussion of individual's current and projected role within the organisational is undertaken |
1.2 | A training needs analysis based on agreed individual's current and projected role is conducted | ||
1.3 | Mentoring and/or coaching needs are identified and discussed with relevant parties in relation to the individual's role, expected outcomes and career progression | ||
2 | Identify appropriate mentoring and/or coaching avenues | 2.1 | Research is conducted both internally and externally to determine available options for mentoring and coaching, in consideration of the individuals needs and abilities |
2.2 | A development plan is written to provide appropriate training and development opportunities to assist the staff member in accomplishing the requirements of the position and to assist in projected career progression | ||
2.3 | The development plan is tailored to the individuals needs following agreement between relevant management and staff member and in consideration of company policy and procedure | ||
2.4 | Where appropriate and applicable, specific times and places for coaching are organised and documented | ||
3 | Undertake mentoring and/or coaching | 3.1 | Sufficient time and support is provided by the organisation for the conducting of the training and development opportunities documented in the development plan |
3.2 | Specific skills and/or knowledge are explained and demonstrated to the staff member where applicable | ||
3.3 | External sources are contracted to assist in the delivery of training requirements where applicable | ||
3.4 | Frequent feedback is provided in a constructive and supportive manner | ||
4 | Monitor and evaluate mentoring and/or coaching | 4.1 | Meetings are held with the staff member to identify outcomes of the mentoring/coaching process |
4.2 | Mentoring/coaching is reviewed as part of both staff member and manager/supervisor appraisals | ||
4.3 | Difficulties or problems are documented and alternatives presented for future application | ||