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 PSPMNGT615A, 'Influence workforce effectiveness'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Influence workforce effectiveness' 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. Provide leadership to individuals and work teams
1.1 The vision and strategic goals of the organisation that impact on the work area are identified and promoted.
1.2 Workforce members are regularly consulted on business objectives, plans and operational issues to minimise role ambiguity and uncertainty.
1.3 Roles, functions, responsibilities and work goals are defined in accordance with organisational requirements, and are communicated and agreed.
1.4 Opportunities are provided for workforce members to clarify aspects of particular tasks, resolve issues and seek feedback or further direction.
1.5 Encouragement is provided to develop new and innovative practices, procedures, processes, technologies and strategies in line with corporate values, vision and goals.
1.6 Leadership is provided appropriate to changing priorities and situations and takes account of the specific needs of a diverse workforce.
2. Create a cooperative work environment
2.1 Cooperation in the work environment is actively facilitated through balanced and fair work allocation and recognition of all contributions.
2.2 Teams and individuals are encouraged to find styles of working which are consistent both with team and individual competencies, preferences and business unit objectives.
2.3 Conflict management strategies are used to facilitate a cooperative work environment.
2.4 Cooperative and productive relationships with individuals and teams are established.
2.5 Leadership style and guidance that take into account the differing needs and background of a diverse workforce are used.
3. Monitor and respond to workplace emotions
3.1 Emotional strengths and triggers are identified for self and others in the workplace, and communication, client service or work allocations are tailored to take account of these.
3.2 Self-reflection and feedback is used to identify the effect on others of own emotions, and emotional control is exerted to model positive workplace behaviour.
3.3 Opportunities are provided for others to express their thoughts and feelings, and emotions are taken into account in decision making to maintain a positive emotional climate in the workplace.
3.4 Assistance is provided to others to identify the effect of emotions in the workplace and to develop and use their own emotional intelligence to build productive relationships and maximise workplace outcomes.
4. Motivate the workforce to achieve quality results
4.1 Ways to motivate a diverse workforce are explored and matched to individual needs.
4.2 Opportunities are identified for individuals to develop competencies required to meet work objectives.
4.3 Individuals' career development requirements are recognised and balanced with team objectives.
4.4 Feedback that is prompt, consistent and constructive and ongoing is provided on performance.
4.5 Achievements are promoted and rewarded in a way which openly acknowledges the contribution of individuals and teams.
4.6 Team building strategies are applied to strengthen individual and team commitment to organisational vision and work unit goals.
5. Delegate work to achieve business unit strategic objectives
5.1 Work is delegated in accordance with individual competencies or as development opportunities arise, and sufficient information is communicated, resources allocated and support provided to enable tasks to be completed successfully.
5.2 Responsibilities are delegated while still accepting accountability for their success/failure.
5.3 Mechanisms for monitoring progress in achieving work goals are established and implemented in accordance with organisational policy and practices.
5.4 Areas for improvement are determined collaboratively and improved processes/strategies are implemented.
5.5 Tasks are delegated effectively to facilitate the attainment of business unit objectives and the continuous improvement of business processes.
5.6 Up-to-date and accessible record of delegations is maintained in accordance with organisational policy and procedures.
6. Manage up
6.1 People and influences outside the immediate work environment with the potential to affect work priorities, outcomes and resources are identified.
6.2 Role relationships and responsibilities for managing up are analysed.
6.3 Strategies are developed and implemented to ensure executives consider the operational consequences of policy changes.
6.4 Strategies are used to engage support for public sector activities and ensure sufficient resources are provided to implement initiatives.
6.5 Self-evaluation and feedback from others on own performance is used to continuously improve performance and outcomes.