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 PSPGOV511A, 'Provide leadership'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide leadership' 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. Facilitate commitment to objectives and required standards | 1.1 The organisation's vision, strategic objectives and required standards of performance are discussed and clarified with others in accordance with the needs, communication and learning styles of workgroup members. 1.2 Establishment of the purpose, objectives, roles and responsibilities in the workgroup is facilitated in accordance with organisational requirements and objectives. 1.3 Commitment to objectives and standards is modelled to provide leadership and develop workgroup commitment. 1.4 Equal employment opportunity, occupational health and safety, diversity management and participative work practices are modelled and promoted within the workgroup in accordance with legislation, policy and procedures. |
2. Contribute to the development of a co-operative, high performance workgroup | 2.1 Work contributions or suggestions are encouraged, acknowledged and considered constructively. 2.2 Workgroup members are supported to use, share and develop their skills according to work requirements. 2.3 Work allocation is facilitated within the group on the basis of current skills and development needs. 2.4 Implementation of new work practices is undertaken in consultation with workgroup members. 2.5 Conflict and other issues which affect the performance of the workgroup are resolved within the workgroup wherever possible, or referred in accordance with organisational policy and procedures. |
3. Give and receive feedback on performance | 3.1 Feedback is obtained from others outside the workgroup on personal and workgroup performance, and open and constructive responses to feedback are given. 3.2 Regular constructive feedback on all aspects of work performance is gathered from and provided to the workgroup. 3.3 Performance is assessed and addressed in a fair and timely manner and where possible notable performance is recognised/rewarded in accordance with organisational policy and procedures. 3.4 Under-performance of self and others is addressed in accordance with relevant legislation, guidelines and procedures. 3.5 Feedback is used to continuously improve performance and outcomes. |
4. Support and participate in development activities | 4.1 An action plan to meet individual and group learning and development needs is developed, agreed and implemented. 4.2 Individuals are supported to identify their specific learning/development needs. 4.3 Workgroup members are encouraged and supported to take advantage of development opportunities in accordance with their needs and organisational requirements. 4.4 Learning and development opportunities are accessed to continuously improve own leadership skills and other identified development needs. 4.5 On-the-job learning opportunities are provided for in accordance with individual needs and to the required standard. 4.6 Workgroup members are encouraged and supported in applying new skills and knowledge in the workplace. |
5. Provide leadership, direction and guidance in the workgroup | 5.1 Participative decision making is used routinely in developing, implementing and reviewing the work of the group and the distribution of responsibilities, where appropriate. 5.2 Opportunities and encouragement are given to workgroup members to develop new and innovative work practices and strategies. 5.3 Workgroup members are provided with the support, leadership, advice and policy direction necessary to perform work safely and effectively. 5.4 Tasks are allocated in accordance with the competencies of workgroup members, and autonomy and authority are delegated as appropriate. 5.5 Leadership and guidance strategies are varied to meet changing priorities and situations, and take into account the differing needs and skills of individuals and the requirements of the tasks and workplace. |