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 PSPGOV512A, 'Use complex workplace communication strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use complex 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
ELEMENT | PERFORMANCE CRITERIA |
1. Prepare for complex communication | 1.1 Communicationobjectives are clarified, those to be present are confirmed and communication mode is identified 1.2 Analysis is undertaken to anticipate the likely positions to be taken by those present on the matters under discussion 1.3 Subject matter is researched/organised, key points to be conveyed are identified and recorded, and information to counter other positions is summarised 1.4 Requirements of legislation, policy and guidelines relevant to the discussion are identified and incorporated |
2. Analyse and respond to opinions | 2.1 Discussion is evaluated to identify impartiality, bias or unsupported argument 2.2 Points of view of other speakers are noted and information to counter opposing views is presented objectively in accordance with required position 2.3 Reaction to speakers and their point of view is analysed to identify and manage emotional reactions and maintain objectivity 2.4 Opposing/challenging views are examined for their value in achieving the same ends 2.5 Active listening and questioning are used to clarify own understanding, challenge or justify other points of view |
3. Present a convincing argument | 3.1 Communication approach is chosen and used to suit the given audience 3.2 Prepared position is asserted with conviction and purpose 3.3 Verbal and non-verbal behaviour are adjusted to maintain listener interest if the audience is unresponsive 3.4 Questions are used to elicit feedback and check audience understanding 3.5 Audience questions and argument are responded to objectively, and answers are backed by reasoned explanation 3.6 Agreement is negotiated where possible, concluding with a summary of agreed items |
4. Develop a range of communication strategies | 4.1 Feedback from others is obtained and the outcomes of communication are assessed 4.2 Lessons learnt are recorded and used to underpin future interactions 4.3 Languagestructures and features that influence audiences to a preferred point of view are developed and practised 4.4 Communication strategies are explored and practised for a range of workplace applications in accordance with organisational requirements |