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 PSPGOV510A, 'Undertake and promote career management'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake and promote career 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. Identify current career strengths | 1.1 A self-directed search is conducted of current knowledge, skills, abilities, interests and values. 1.2 Life and work experiences, current and latent abilities are included and ranked in order of personal importance. 1.3 Personal preferences are determined in broad terms, including areas of work/skills that are acceptable in the long term. 1.4 A personal profile is prepared that identifies strengths, preferences and opportunities for learning and growth. |
2. Identify and map career opportunities | 2.1 Careers and occupations are scanned to identify a list of possibilities and their requirements for skills, qualifications and experience. 2.2 Economic and industry scan is continually undertaken to identify the outlook for possible careers/occupations and to identify emerging careers throughout work life. 2.3 Opportunities for entering possible careers/occupations are investigated to ensure the feasibility of pursuing those options. 2.4 Personal profile is matched to possible career opportunities and a decision made on the best option/s to pursue. |
3. Develop and implement career plan | 3.1 Career goals are established that cater for transition from existing career/work to preferred future career. 3.2 A career plan is developed that identifies immediate priorities for learning and development as well as medium to long-term strategies to obtain additional skills and experience. 3.3 Gap analysis is undertaken to identify dated/lost skills and skills that are common to both preferred future career and the organisation's requirements. 3.4 Career development activities are initiated in accordance with the career plan and in accordance with organisational legislation, policy and procedures. |
4. Monitor progress | 4.1 Acquisition of skills and experience is monitored and feedback is obtained on performance achievements. 4.2 Feedback is considered and integrated as necessary into the career plan. 4.3 Organisational requirements and future career requirements are monitored and the career plan is adjusted to take account of new information. 4.4 Progress towards future career is monitored and career goals are adjusted as required. |
5. Contribute to others' career management | 5.1 Others are assisted to take responsibility for their own careers, research career information and plan for future job placements, learning and development. 5.2 Feedback on performance is provided and development opportunities suggested to address immediate performance gaps or build on performance strengths linked to career plans. 5.3 Medium to long-term plans are agreed and implemented to address barriers to career development and meet individual and group learning and development needs. 5.4 Staff are encouraged to monitor their progress against career goals and adjust long-term plans to integrate changed circumstances or new skill requirements. 5.5 Staff are encouraged and supported in applying new skills and knowledge in the workplace. |