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 PSPGOV516A, 'Develop and use emotional intelligence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and use emotional intelligence' 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. Identify the impact of own emotions on others in the workplace
1.1 Own emotional strengths and weaknesses are identified.
1.2 Personal stressors and own emotional states related to the workplace are identified.
1.3 Awareness of own emotional triggers is developed and used to enable control to be exercised over emotional responses.
1.4 Workplace behaviours that demonstrate management of emotions are modelled.
1.5 Self-reflection is utilised and feedback from others is obtained to improve development of emotional intelligence.
2. Recognise and appreciate the emotional strengths and weaknesses of others
2.1 The emotional states of co-workers are assessed and emotional cues responded to.
2.2 The varying cultural expressions of emotions are identified and utilised to respond to emotional cues in a diverse workforce.
2.3 Flexibility and adaptability are demonstrated in dealing with others.
2.4 The emotions of others are taken into account when making decisions.
3. Promote the development of emotional intelligence in others
3.1 Opportunities are provided for others to express their thoughts and feelings.
3.2 Others are assisted to understand the effect of their behaviour and emotions on others in the workplace.
3.3 Self-management of emotions is encouraged in others.
3.4 Others are encouraged to develop their own emotional intelligence to build productive relationships and maximise workplace outcomes.
4. Utilise emotional intelligence to maximise team outcomes
4.1 A positive emotional climate is encouraged in the workplace.
4.2 The strengths of workgroup members are used to achieve workplace outcomes.