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 SFICOMP317A, 'Facilitate effective communication in the workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate effective communication in the workplace' 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. Assess situations and adapt communication technique accordingly | 1.1. Verbal communication is tailored to the identified audience. 1.2. Body language of audience is correctly assessed and responded to appropriately. 1.3. Active listening skills are employed and questioning techniques used to clarify issues or problem areas for resolution. 1.4. Communication strategies are adopted that reflect consideration of the full range of human characteristics/factors. 1.5. Where required, expert advice is sought or referrals made according to agreed procedures. 1.6. Contradictions, ambiguities, uncertainties or misunderstandings are identified and checked with a range of sources and references. |
2. Communicate effectively in the workplace | 2.1. Appropriate interpersonal communicationtechniques and skills are selected and applied. 2.2. Communication is clear, concise and accurate. |
3. Participate in meetings | 3.1. Supervisors and other colleagues are briefed with regard to the meeting's purpose and proposed positions to be put forward. 3.2. Documents to be used in meetings are obtained/researched. 3.3. Own contributions are prepared in advance relevant to the purposes of the meetings and supportive of the organisation's corporate goals and objectives. 3.4. Own position is clearly and effectively stated and substantiated. |
4. Utilise conflict resolution/negotiation skills to address issues/incidents | 4.1. Control and objectivity is maintained at all times in conflict situations. 4.2. Situational conflict is, as far as possible, de-escalated. 4.3. Persons in conflict are separated, where appropriate, and relevant solutions negotiated or imposed correctly. 4.4. Where required, external agencies are accessed and utilised. |