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 PSPGOV605A, 'Persuade and influence opinion'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Persuade and influence opinion' 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. Prepare for high-level communication
1.1 Communication objectives are clarified, those to be present are confirmed and communication mode is identified.
1.2 Analysis is undertaken to anticipate the likely attitudes of and positions to be taken by those present on the matters under discussion.
1.3 Communication styles of those to be present are considered and their effect on the tone and likely direction/progress of the discussion is assessed.
1.4 Critical self-evaluation of communication strengths and vulnerabilities is undertaken and compared with other participant/s knowledge, styles and likely approaches in planned encounters.
1.5 Subject matter is researched/organised, key messages to be conveyed are distilled and tactics planned to utilise personal strengths and maximise outcomes for the organisation in accordance with legislation, policy and guidelines.
2. Critically analyse and respond to opinions
2.1 Others are listened to critically and responsively to evaluate complex levels of meaning in spoken communication and to identify impartiality, bias or unsupported argument.
2.2 Tone, style, non-verbal elements and points of view of speakers are noted and their use in influencing and affecting particular outcomes is considered.
2.3 Reaction to speakers and their point of view is analysed to identify and manage emotional triggers and maintain objectivity.
2.4 Opposing/challenging views are welcomed and examined for their value in achieving the same ends.
2.5 Communication is examined for subtext, significant inclusions and exclusions, socio-cultural values, attitudes and assumptions.
2.6 Complex concepts and ideas are explored to clarify understanding, and to challenge and justify interpretations based on underlying assumptions, beliefs and values.
3. Persuade and influence others
3.1 Communication approach is chosen and used to maximise effect with the given audience.
3.2 Sustained points of view are asserted with determination and conviction.
3.3 Content and approach are modified when speaking to an unresponsive audience, and diversions and unexpected questions handled confidently.
3.4 A variety of verbal and non-verbal behaviour is used to explain abstract ideas and expand on complex issues to maintain listener interest.
3.5 Complex questions and arguments are responded to quickly and saliently, backed by reasoned explanation.
3.6 Disagreements or conflicting personalities are handled objectively and agreements are negotiated where possible, concluding with positive summaries of achievement.
4. Reflect on and hone communication strategies
4.1 Feedback from others is obtained, outcomes are assessed and underlying interactions and motivations analysed.
4.2 Own vulnerability to emotional and other seductive appeals is analysed dispassionately.
4.3 Lessons learnt are articulated and used to underpin future interactions.
4.4 Sophisticated language structures and features that influence audiences to a preferred point of view are developed and practised.
4.5 Creative and innovative communication strategies are explored and practised for a range of workplace applications in accordance with organisational requirements.