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 SFLMGT001, 'Coordinate floristry work teams'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate floristry work teams' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes of the unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Monitor and organise staffing levels. | 1.1 Assess current and projected volume and type of work. 1.2 Determine staffing levels to meet sales and production needs. 1.3 Develop rosters according to relevant industrial arrangements and within wage budgets. 1.4 Roster teams with the most effective skills mix to meet sales and operational requirements. 1.5 Communicate rosters to team members in clear formats and within organisational timeframes. 1.6 Adjust rosters, as required, according to staff availability. 1.7 Maintain staffing records according to organisational procedures. |
2. Inform team members. | 2.1 Clearly communicate roles, responsibilities and expectations and advise individual and team work accountability. 2.2 Inform team members of expected standards of work and behaviour required by organisational policies at a level and pace appropriate to the individual. 2.3 Provide staff induction on key organisational and team requirements. 2.4 Conduct staff meetings or briefings to address sales and production issues. 2.5 Provide team members with information about relevant sales and production targets. |
3. Coach on the job. | 3.1 Identify need for coaching based on observation of team member’s skills and knowledge and through discussion. 3.2 Systematically explain and demonstrate specific skills and explain the workplace application. 3.3 Communicate required knowledge and check team member understanding. 3.4 Advise organisational procedures for completing workplace tasks. 3.5 Provide team member with opportunity to practise skills and ask questions. 3.6 Provide feedback in a constructive and supportive manner. 3.7 Encourage and guide team member to evaluate own performance and self-diagnose areas for improvement. 3.8 Monitor progress of new workplace skills and provide ongoing assistance. |
4. Motivate the team. | 4.1 Identify strengths and weaknesses of team against current and anticipated work requirements. 4.2 Encourage individuals to contribute to discussion and planning of team objectives and goals. 4.3 Update and review team objectives and goals regularly. 4.4 Develop positive and constructive relationships with and between team members. 4.5 Treat all team members fairly, equally and with respect. 4.6 Act as a positive role model through high standards of personal performance and ongoing development of own competencies. |