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 PUAECL004, 'Lead in a crisis'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead in a 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 | Manage selfin crisis | 1.1 | Implement strategies to manage psychological and physiological aspects of crisis leadership |
1.2 | Research and analyse models of emotional intelligence in relationship to the requirements of crisis leadership | ||
1.3 | Evaluate the importance of unflagging integrity in crisis leadership | ||
1.4 | Analyse personal limitations and biases in crisis leadership and develop a plan to address | ||
1.5 | Reflect and seek to self-improve through in-action and review of behaviour and actions in crisis leadership role | ||
2 | Build confident and capable teams | 2.1 | Identify and forecast human capital and capability needs for a crisis |
2.2 | Research and evaluate strategies that foster trusting relationships amongst team members and leadership | ||
2.3 | Provide vision through creating an understanding of leadership intent and objectives for a crisis | ||
2.4 | Construct an action plan that fosters collaboration and communication sharing throughout all phases of a crisis | ||
2.5 | Identify and implement a participation model that encourages critical questioning and frank discussion by engaging team members and leaders | ||
2.6 | Design a strategy that creates a sense of ownership of decisions and engenders accountability in team members and leaders | ||
3 | Establish and maintain background conditions to optimise performance | 3.1 | Devise and lead a coaching program that fosters reflection and change in personal and professional performance |
3.2 | Establish, maintain and lead governance, organisational systems and resource requirements to optimise performance | ||
3.3 | Develop and implement mechanisms for monitoring performance progress against leadership objectives | ||
4 | Pursue sensemaking | 4.1 | Research and implement heuristic framework to develop common operating consensus |
4.2 | Use strategic foresight analysis and feedback to anticipate trajectory and consequences of a crisis | ||
4.3 | Develop mechanisms for testing and adapting situational awareness during a crisis | ||
5 | Apply judgement and decision making | 5.1 | Scope and evaluate options for action during a crisis |
5.2 | Identify and assess implications of the political context of crisis situations | ||
5.3 | Demonstrate how it is possible to resolve conflicting priorities during a crisis with limited information | ||
5.4 | Demonstrate how to assess and apply ethical discretion in the use of power and how this impacts on the responsiveness of community members and key stakeholders | ||
5.5 | Compare and contrast moral challenges that can occur during a crisis | ||
6 | Manage psychological well being | 6.1 | Identify and address signs of guilt and distress in personnel, community members and key stakeholders who have acted in a crisis of moral complexity |
6.2 | Support, counsel, brief and debrief others to achieve positive outcomes during and after a crisis | ||