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 RIIBEF603A, 'Manage decision making process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage decision making process' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Establish the decision-making process | 1.1. Access, interpret and apply compliance documentation relevant to the work activity 1.2. Develop policies which clearly express the worksite's commitment to decision making at the appropriate level 1.3. Clearly define and allocate responsibilities and duties which allow the implementation and integration of the decision-making process 1.4. Develop systems and procedures to provide the appropriate information to manage the decision-making process 1.5. Provide information to the level necessary for effective decision making 1.6. Notify decisions having impact beyond the decision maker's area of responsibility to the area(s) concerned in a timely manner |
2. Obtain and analyse the information needed for decision making | 2.1. Research the advice and information needs of recipients in ways which are appropriate and sufficient and take account of worksite constraints 2.2. Identify the information needed to make the required decisions at the various levels/sections of the worksite 2.3. Select information which is accurate, relevant to the objectives, and sufficient to arrive at reliable decisions 2.4. Ensure that methods of obtaining information are consistent with worksite values, policies and legal requirements 2.5. Take prompt and effective remedial action where information is inadequate, contradictory or ambiguous 2.6. Use methods of analysis which achieve the objectives, identify patterns and trends, and lead to clear conclusions 2.7. Ensure that a record of the analysis is sufficient to indicate assumptions and decisions made at each stage |
3. Make decisions | 3.1. Base decisions on sufficient, valid and reliable information and analysis 3.2. Ensure that decisions are consistent with worksite values, policies, guidelines and procedures 3.3. Make decisions in time for appropriate action to be taken |
4. Advise and inform others | 4.1. Make timely decisions and communicate clearly to those who need to know 4.2. Provide advice and information at a time and place, and in a form and manner appropriate to the needs of recipients 4.3. Provide information which is accurate, current, relevant and sufficient 4.4. Provide advice which is consistent with worksite policy, procedures and constraints and supported by reasoned arguments and appropriate evidence 4.5. Confirm recipients' understanding of the advice and information provided 4.6. Use feedback from recipients to improve the way advice and information is provided 4.7. Use feedback processes effectively to monitor the implementation and impact of decisions |