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 PUAECL003, 'Deliver value in crisis'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver value in crisis' 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
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Define value and its sources | 1.1 | Identify and anticipate negative crisis outcomes |
1.2 | Assess courses of action for their likely success, value contribution and level of authority required | ||
1.3 | Create intent and in doing so, identify crisis related objectives whilst maximising value | ||
1.4 | Prioritise value contribution and actions that can be taken during leadership of a crisis | ||
1.5 | Access and engage existing sources of value | ||
1.6 | Identify crisis leadership strategies to develop and retain trust in the building of value with teams, communities and organisations | ||
2 | Identify and use legitimacy and support to authorise action | 2.1 | Scan political, legislative, regulatory and policy environments to identify and evaluate any legitimacy gaps |
2.2 | Identify and demonstrate how public normative views of crisis leadership can support action | ||
2.3 | Identify and demonstrate how legislative, regulatory and policy environments authorise crisis operating environments to sustain and influence the creation of leadership value | ||
2.4 | Create and develop a plan of opportunities for public engagement and certification of actions | ||
2.5 | Identify and harness solutions to the interest associated with enacting legitimacy and the likely and associated application of scrutiny to the crisis | ||
3 | Scope, develop and rationalise operational capability | 3.1 | Assess, from a strategic leadership standpoint, the objectives and whole of crisis need for capability and resources |
3.2 | Develop an initial operating framework to ensure actions and capability are mobilised within required timeframes | ||
3.3 | Provide sound reasoning regarding deployment of operational capability to key stakeholders | ||
3.4 | Display adaptive capacity and reflect on actions to deliver accurate and sound options and/or decisions during all phases of a crisis | ||
3.5 | Identify and evaluate need for human resource acquisition to support rationalisation and delegation of determined responsibility and management functions in all phases of a crisis | ||
4 | Develop and use evaluative methods to measure performance | 4.1 | Identify and implement evaluation indicators of success for crisis related objectives |
4.2 | Develop processes for recording and reporting of mandated obligations and outcomes | ||
4.3 | Develop information collection methods suited to all phases of a crisis | ||