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 PSPGOV415A, 'Provide workplace coaching'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide workplace coaching' 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. Prepare for coaching
1.1 The need for coaching is confirmed based on a range of factors
1.2 Specific coaching needs are identified through discussion with/about the colleague to be coached
1.3 Self-assessment of own competencies and coaching style is undertaken and compatibility with colleague's needs and learning style confirmed
1.4 Approval for coaching arrangement is obtained in accordance with organisational policy and procedures
1.5 Coaching agreement is negotiated with the colleague in accordance with organisational policy and procedures
2. Provide coaching
2.1 The principles and application of coaching are explained and agreed
2.2 Specific competencies/processes to be coached are explained and demonstrated
2.3 Any required underpinning knowledge and skills are communicated in a manner suited to the person's specific needs
2.4 The person being coached understanding is checked using a range of communication techniques
2.5 The opportunity to practise and ask questions is provided in accordance with organisational constraints
2.6 Feedback is provided in a constructive and supportive manner, and goals are reviewed with the person being coached and adjusted as necessary
3. Follow up coaching
3.1 Progress with new competencies is monitored in the workplace and supportive assistance is provided as required
3.2 Progress is reported in accordance with organisational requirements
3.3 Performance problems or difficulties with the coaching are identified and rectified or referred for follow-up in accordance with organisational policy and procedures
3.4 Confidentiality regarding coaching arrangements is maintained in accordance with legislation, policy and standards
3.5 The perceptions of those outside the coaching arrangement are managed according to organisational requirements