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 PSPGOV515A, 'Develop and use political nous'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and use political nous' 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 the political terrain | 1.1 Stakeholder positions are identified and taken account of. 1.2 Corporate politics are analysed to identify agendas and players. 1.3 Awareness of and sensitivity to political agendas, both open and hidden, are developed and utilised. 1.4 The current agenda is located in the wider context to appreciate the big picture and provide more than one perspective. 1.5 The impact of the agenda on the work area is identified and confirmed in accordance with organisational protocols. |
2. Evaluate the political environment | 2.1 Information is sourced from inside and outside the organisation, and its authenticity and reliability are confirmed. 2.2 An analysis of the political, social and economic environment is undertaken that takes into account emerging trends and current and possible future goals of the organisation. |
3. Form alliances | 3.1 Power structure and sources of power are identified in the organisation and the wider public sector. 3.2 People prepared to trade mutual support are identified and the benefits assessed. 3.3 Risks and benefits of possible alliances are weighed. 3.4 Interested groups/individuals are lobbied to gain support and acceptance of ideas/courses of action. 3.5 Influence is built with key policy makers, decision makers and key influencers, in accordance with public sector standards and legislation. |
4. Bargain and negotiate to achieve outcomes | 4.1 Sound positions are developed with supporting arguments. 4.2 Responses to possible contradictory positions are formulated. 4.3 Positions are negotiated and refined with feedback from the negotiation process. 4.4 Consensus with others is achieved for one's position. 4.5 Outcomes are implemented in accordance with organisational policy and procedures. |