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 PSPGOV314A, 'Contribute to conflict management'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to conflict management' 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. Recognise the presence of conflict | 1.1 Conflict situations and/or the potential for conflict are recognised and confirmed 1.2 The signs, stages and causes of conflict are identified 1.3 Conflict situations are avoided where appropriate, and assistance sought when necessary 1.4 Records of actual/potential conflict are completed in accordance with organisational policy and procedures |
2. Deal with emotions | 2.1 Own behaviour and feelings about the situation are reflected on 2.2 Own emotions are recognised and managed 2.3 The other party's emotions are acknowledged and dealt with in a manner that prevents escalation |
3. Overcome barriers to communication | 3.1 Barriers to effective communication are identified 3.2 Factors and issues relevant to the situation are identified, clarified and confirmed using appropriate communication techniques 3.3 Third party support is sought if necessary in accordance with legislation, policy and procedures 3.4 Social and cultural differences are taken into account in the communication style and approach taken |
4. Gather the facts | 4.1 The other party is encouraged to relate the facts as they see them 4.2 Information from the other party, as well as emotions or behaviour, is assessed 4.3 Facts from own point of view are shared with the other party objectively 4.4 Additional information is gathered and included where possible, to ensure all perspectives are considered |
5. Agree on and implement action | 5.1 Strategies to solve the problem/issue are determined in consultation with the other party 5.2 Where necessary, approval on agreed strategies is obtained in accordance with organisational policy and procedures, and strategies are implemented 5.3 Progress is monitored with other party to confirm the effectiveness of the agreed action 5.4 Records and reports are completed in accordance with legislation, organisational policy and procedures 5.5 Where agreement cannot be reached on strategies for resolution, the problem/issue is referred in accordance with organisational policy and procedures |