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 PSPGOV412A, 'Use advanced workplace communication strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Use advanced workplace communication strategies' 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
1. Deal with complex enquiries/ complaints
1.1 Relationship with the client is established by displaying empathy towards client needs, and the nature of complaint/enquiry is established by listening, questioning and confirming.
1.2 Complaint/enquiry is recorded accurately in simple language, and verified with the client to ensure it has been recorded correctly.
1.3 Documentation to support complaint/enquiry is obtained if required.
1.4 Action available under organisational policies is identified, and procedures to respond to and resolve complaint/enquiry are followed/authorised.
1.5 Complaints/enquiries that require referral to other personnel or external organisations are identified and referred in accordance with organisational policy and procedures.
1.6 Client is informed of action taken to resolve/refer the complaint/enquiry and a record logged in accordance with organisational procedures.
2. Give directions
2.1 Ethical, lawful and reasonable directions are given to others, and staff are protected from reprisals for refusing directions to act unethically.
2.2 Directions are relayed in a clear, concise manner appropriate to the receiver.
2.3 Questioning and listening skills are used to confirm understanding of directions.
2.4 Problems in directions being implemented are resolved promptly or referred in accordance with organisational policy and procedures.
2.5 Feedback is provided on implementation in accordance with organisational requirements.
3. Manage meetings
3.1 Purpose of each meeting is clarified and the agenda developed in consultation with participants, in line with the purpose.
3.2 The procedure for each meeting and the style of chairing/facilitating are selected in accordance with the meeting's purpose and the participants.
3.3 Meetings are chaired in accordance with organisational requirements, agreed conventions for the type of meeting and legal and ethical requirements.
3.4 Meetings are conducted to ensure they are focused on the objectives of the meeting and are time efficient.
3.5 Meetings are facilitated to enable participation, discussion, problem solving and resolution of issues by all those present.
3.6 Decisions and recommendations are summarised succinctly, checked for accuracy and recorded as required.
4. Make presentations
4.1 Presentations are made to a range of audiences in accordance with organisational requirements.
4.2 Presentations are structured logically and contain relevant information/content to meet the purpose of the presentation.
4.3 Supporting materials and presentation aids are selected, created and organised to enhance audience understanding of key concepts and ideas.
4.4 Presentation strategies are chosen and used to match the characteristics of the target audience, the location, the resources and the personnel needed.
4.5 Effectiveness of the presentation is evaluated formally and informally for the purpose of continuously improving future presentations.