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 SFILEAD503C, 'Cultivate 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 'Cultivate 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
ELEMENT | PERFORMANCE CRITERIA |
1. Develop and maintain effective relationships with individuals | 1.1. A wide network of contacts is developed 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 industry perspective. 1.3. Common ground is identified to facilitate consensus between sectoral interests and joint ownership of industry goals, strategies and plans. 1.4. Respect is gained by demonstrating high performance standards and providing regular information, feedback and service to stakeholders. |
2. Develop influential networks, alliances and partnerships | 2.1. Sources of useful expertise and consultative mechanisms are identified to establish contact with other people and sectors and to develop a broader viewpoint. 2.2. Cooperation is harnessed by identifying mutual benefits, agreeing on common goals and joint approaches and through creating 'win-win' outcomes. 2.3. Collaborative relationships that position the industry with key peak bodies, government agencies and individuals are established and maintained. 2.4. Agreements are adhered to and commitments are met to maintain credibility. |
3. Demonstrate diplomacy, integrity and ethics | 3.1. The sharing of knowledge and expertise is promoted by personal example. 3.2. Genuine rapport with people at all levels is established through allocating sufficient time to listen and talk to them. 3.3. People are treated fairly and with sensitivity to individual differences. 3.4. Conflict is managed constructively, impartially and with a minimum of fuss. 3.5. Respect is modelled through ethical values, honest actions and speech. |
4. Work effectively with cultural diversity | 4.1. Cultural diversity is respected and promoted as an integral part of the industry. 4.2. Individuals are encouraged to promote their own qualities or backgrounds. 4.3. Communication styles are modified to accommodate diverse audiences. |
5. Develop and motivate others | 5.1. Emerging leaders and talented people are identified and encouraged with regular feedback and recognition. 5.2. Learning opportunities are provided for emerging leaders through succession planning, effective coaching/mentoring and role rotation. 5.3. Industry-wide initiatives are communicated to encourage and support emerging leaders. |