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 PUAPOL013B, 'Create, maintain and enhance productive working relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create, maintain and enhance productive working relationships' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Convey and receive information and ideas | 1.1 | Communication techniques appropriate to the audience are used to present and express ideas to individuals and groups |
1.2 | Communication/interaction is sensitive to social and cultural diversity and in accordance with organisational guidelines | ||
1.3 | Client requirements are identified within the work teams/groups plans and negotiated to achieve mutually agreed outcomes to the community clients' satisfaction | ||
1.4 | Input from others is sought and valued in developing new ideas | ||
2 | Develop trust and confidence | 2.1 | Regular consultation is undertaken with a range of internal and external clients |
2.2 | Interpersonal styles and methods are adjusted/adapted to the social and cultural environment | ||
2.3 | Issues raised through consultations are dealt with and resolved promptly or referred to the appropriate personnel for resolution | ||
2.4 | The outcomes of consultation are made known promptly to stakeholders | ||
3 | Interact with others with professional integrity | 3.1 | Dealings with others are conducted with professional integrity and consistent with the code of ethics |
3.2 | Difficult situations are resolved to achieve outcomes which are acceptable to the participants and the organisation | ||
3.3 | Interactions reflect respect, compassion and recognise diversity | ||
4 | Build and maintain effective networks | 4.1 | Contact with a comprehensive range of service agencies is established according to community or organisational protocol and practice |
4.2 | Effective working relationships are established with key people in relevant agencies and services | ||
4.3 | Other agency principles, objectives and guidelines are identified and analysed for common and complementary purpose | ||
4.4 | Support and referral requirements of other agencies are identified, recorded and consulted | ||
4.5 | Concerns held by other agencies are anticipated | ||
4.6 | confirmed and addressed positively, honestly and respectfully | ||