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 FNSINC401A, 'Apply principles of professional practice to work in the financial services industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply principles of professional practice to work in the financial services 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
ELEMENT | PERFORMANCE CRITERIA |
1. Identify the scope, sectors and responsibilities of the industry | 1.1. External forces impacting on the financial services industry are identified and considered in carrying out activities 1.2. The main sectors of the financial services industry and the interrelationship between sectors are identified and considered in carrying out activities 1.3. The roles and responsibilities of other participants in the financial services industry are identified and considered in carrying out activities |
2. Identify and apply financial services industry guidelines, procedures and legislation | 2.1. Information on relevant legislation, regulations and codes of practice is collected, analysed and effectively applied to the job role 2.2. Own work practice is clarified and regularly refined in light of relevant legislation, regulations and codes of practice and organisation policies, guidelines and procedures 2.3. Relevant codes of practice are used to guide an ethical approach to workplace practice and decisions |
3. Identify sustainability issues for the financial services industry | 3.1. Information on sustainability policies, strategies and impacts on industry is obtained and from a range of sources and analysed 3.2. Environmental sustainability is identified as an integral part of business planning and promoted as a business opportunity 3.3. Work planning incorporates and supports triple bottom line principles |
4. Manage information | 4.1. Relevant documents and reports that could impact on work effectiveness and compliance are read and understood, and any implications discussed with appropriate persons 4.2. Documents, reports, data and numerical calculations are analysed, checked, evaluated and organised to meet customer and organisation requirements 4.3. Information is presented in a format appropriate for the audience |
5. Participate in and facilitate work team activities | 5.1. Provide feedback to team members to encourage, value and reward individual and team efforts and contributions 5.2. Actively encourage team members to participate in and take responsibility for team activities and communication processes 5.3. Give the team support to identify and resolve problems which impede its performance 5.4. Ensure own contribution to work team serves as a role model for others and enhances the organisation's image within the work group the organisation and with clients/customers |
6. Plan work to be completed taking into consideration time, resources and other constraints | 6.1. Tasks to be done and relevant conditions are determined and work planned either for working autonomously or with others in a team environment 6.2. Work is planned for a given period managing resources, time and priorities 6.3. Contributions are made to organisation planning process as required to achieve service improvement 6.4. Changes in technology and work organisation are adapted to in a timely manner |
7. Develop and maintain personal competency | 7.1. Professional development needs and goals are identified and reviewed on a regular basis 7.2. Competency, authorisation and licensing requirements are clarified and complied with 7.3. Professional development opportunities that reflect needs and goals are sought and completed in an agreed upon timeframe |