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 MTMBUS702A, 'Provide strategic leadership'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide strategic leadership' 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. Reflect on personal effectiveness and efficacy | 1.1. Strategies are identified and applied to create a culture that encourages and allows for the receiving and giving of effective feedback. 1.2. Personal efficacy and attainment of professional and personal development objectives and priorities are reviewed regularly. 1.3. Capacity as a role model is reviewed in terms of ability to build trust, confidence and respect of diverse and relevant individuals and groups. 1.4. Personal efficacy and capability to build an effective organisational and workplace culture are evaluated. 1.5. Personal effectiveness in developing the competence required to achieve operational responsibilities is analysed and evaluated. 1.6. Personal responsibility for environmental sustainability is modelled and developed in others. |
2. Lead in a transformational manner | 2.1. Transformational leadership practices are applied in a given context. 2.2. Empathy in personal communication relationships and day-to-day leadership role is demonstrated. 2.3. Leadership is demonstrated, which is inclusive and respectful of individual differences. 2.4. Own potentially disruptive emotions and impulses are controlled and appropriately regulated. 2.5. Work-based relationships are managed effectively. |
3. Cultivate collaborative thinking | 3.1. Judgement and commonsense are displayed when undertaking day-to-day leadership role. 3.2. Relevant legislation, information and intelligence sources are analysed when evaluating business opportunities. 3.3. Personal expertise and relevant individuals are drawn upon to achieve strategic results. 3.4. Contributions from relevant individuals are sought and encouraged. 3.5. Collaborative communication and learning approaches are used to model and encourage such practices in the workplace. 3.6. Collaborative and participative work relationships are cultivated. |
4. Provide strategic leadership during change processes | 4.1. Organisational direction and values are conveyed positively to relevant individuals and relevant stakeholders. 4.2. Impact and role of leadership during organisational change is analysed. 4.3. Capacity and competence of relevant individuals are analysed and confirmed consistent with their ability to contribute to change processes and plans. 4.4. Learning and communication solutions are developed to address problems and risks arising for individuals during organisational change. 4.5. Leadership styles are identified and approaches developed to best respond to the impact of change on people and processes. |