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 POLGEN001, 'Develop high performing teams within policing'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop high performing teams within policing' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Develop teams | 1.1 Establish relationships with team members to support a productive work environment. 1.2 Recognise team dynamics to inform supervisory approach and enhance performance. 1.3 Identify knowledge, skills and qualities of team members to allocate activities/taskings. 1.4 Monitor team dynamics to identify potential sources/triggers of conflict. |
2. Manage conflict | 2.1 Identify proactive actions to resolve potential sources/triggers of conflict. 2.2 Recognise types of conflict to determine whether intervention is necessary. 2.3 Identify solutions in order to develop a plan to address conflict. 2.4 Implement plan to resolve conflict. 2.5 Review outcome of plan to inform future actions and prevent conflict. |
3. Manage performance of individuals | 3.1 Develop agreed performance objectives with individuals in accordance with jurisdictional position descriptions. 3.2 Identify skill/knowledge gaps to build capability of individuals. 3.3 Engage with stakeholders to build capability of individuals. 3.4 Monitor performance to ensure performance objectives are met and professional standards are adhered to. 3.5 Assess performance to identify positive and address negative behaviours. 3.6 Assess negative behaviour to identify potential causes of the behaviour. 3.7 Undertake action to rectify performance issues. |
4. Supervise high performing teams | 4.1 Allocate activities/taskings based on identified strengths of team to promote high performance. 4.2 Monitor results/completion of work to evaluate performance of team. 4.3 Encourage contributions and feedback from teams and stakeholders for continuous improvement purposes. 4.4 Share jurisdictional information to keep teams informed. 4.5 Communicate with team to foster a positive workplace culture. 4.6 Connect jurisdictional objectives to team activities and taskings to encourage performance. |