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 MSS403011, 'Facilitate implementation of competitive systems and practices'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate implementation of competitive systems and practices' 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. | ||
1 | Facilitate the development of process and competitive systems and practices knowledge | 1.1 | Ensure necessary technical documentation and information about the process and competitive systems and practices is available. |
1.2 | Assist and mentor others in accessing information. | ||
1.3 | Identify work activities which may inhibit the ongoing development of competitive systems and practices skills and knowledge of others. | ||
1.4 | Arrange for the provision of workforce development and training for self and others, as appropriate. | ||
1.5 | Encourage others to apply technical knowledge to the improvement process. | ||
2 | Facilitate commitment to efficiency improvements | 2.1 | Ensure budgets, operating procedures and other related documentation is available. |
2.2 | Assist others to apply this information to their work responsibilities. | ||
2.3 | Encourage the identification of waste. | ||
2.4 | Encourage an environment where efficiency improvements are recommended by fellow employees. | ||
3 | Encourage a competitive systems and practices approach to work | 3.1 | Encourage and, where necessary, develop communications between specialists and work group members. |
3.2 | Lead development of strategies to monitor and deal with identified waste issues. | ||
3.3 | Resource and encourage other employees to identify and take action on potential problems. | ||
3.4 | Arrange for workforce development and training for self and others, as required, in relevant competitive systems and practice procedures and techniques. | ||
3.5 | Guide others in relating identified problems to the maintenance strategy, and developing any required changes, to ensure awareness, learning and commitment. | ||
4 | Implement process and organisation improvements | 4.1 | Plan the implementation of work group suggestions and externally suggested improvements. |
4.2 | Facilitate commitment to, and involvement in, the implementation planning of improvements and to follow improvements to their conclusion. | ||
4.3 | Encourage the application of the 'plan, do, measure, improve, control' approach to the job. | ||
4.4 | Arrange for workforce development and training, as required, to facilitate continued involvement by others in improvement processes. | ||
4.5 | Involve work group and other key personnel in identification of skill needs and means of skills acquisition to fill any identified gaps. | ||