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 SFILEAD402B, 'Negotiate effectively for the sector'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Negotiate effectively for the sector' 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. Maintain effective networks with individuals | 1.1. A network of contacts is developed, maintained and used by taking the time to talk and listen to stakeholders and other organisations. 1.2. The benefits of a diversity of views are valued and used to build a broad perspective of the industry sector. 1.3. Cooperation is encouraged between sectoral interests by identifying mutual benefits. |
2. Communicate clearly | 2.1. Stakeholder information needs are clarified and the leader's sector's position is prepared. 2.2. Language is used appropriate to the situation. 2.3. Active listening is used to seek stakeholder input and achieve a balanced exchange of views. 2.4. Feedback is sought at the time to ensure that the views expressed by all stakeholders have been understood. |
3. Negotiate persuasively | 3.1. Key individuals and target groups that can advance industry interests and procedures are identified. 3.2. Realistic positions and supporting arguments are prepared in advance in anticipation of the likely expectations and points of negotiation of other stakeholders. 3.3. Values, concerns and views of others are respected and lines of communication are kept open. 3.4. Differences of opinion are acknowledged to encourage the rigorous examination of all options. 3.5. Negotiations are kept focused on key issues and moving towards a final resolution. |
4. Participate effectively in meetings | 4.1. Attendance at meetings is prepared and planned. 4.2. Meeting procedures are followed. 4.3. Accurate and balanced information is provided to add constructively to debate. 4.4. Consensus and compromise are sought to achieve agreed outcomes. 4.5. Agreed outcomes of meetings are adhered to and disseminated to other sector members. |