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 SIRCCPM501, 'Lead and develop pharmacy teams'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Lead and develop pharmacy 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 describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Plan the staffing needs of the pharmacy.
1.1 Use the pharmacy’s health-care standards, values and goals to inform own understanding of staffing requirements.
1.2 Analyse current and projected volume and type of work to be undertaken.
1.3 Assess existing staff skills, knowledge and behaviour to ensure access to the required mix and level of skills.
1.4 Identify need for additional staff to meet pharmacy human resource requirements.
1.5 Ensure appropriate human resources policies are in place to support the effective operation of staff and pharmacy.
2. Influence individuals and teams in a positive manner.
2.1 Encourage, value and reward individual and team contributions.
2.2 Promote accountability of work undertaken by individuals and teams by communicating roles, responsibilities and expectations clearly.
2.3 Gain positive acceptance and support from the team for information and ideas.
3. Make informed decisions.
3.1 Gather and analyse information relevant to issues under consideration.
3.2 Encourage individuals and teams to actively participate in the decision-making process.
3.3 Determine preferred course of action after risks and options are examined and assessed.
3.4 Communicate decisions to individuals and teams clearly and in a timely manner.
3.5 Prepare plans to implement decisions after agreement by relevant individuals and teams.
3.6 Monitor the implementation and impact of decisions using reliable feedback processes.
4. Review and respond to the development needs of staff.
4.1 Identify current and future staff development needs using a range of methods and in line with organisational policies.
4.2 Provide ongoing personal advice, coaching and mentoring to staff to build team skill base and performance.
4.3 Provide opportunities for staff to develop their skills and knowledge in line with organisational policies.
4.4 Include cost of staff training and development needs in relevant budgets and operational plans.
4.5 Provide feedback and direction to staff members on their professional development needs.
5. Enhance the image of the business.
5.1 Conduct business in a way that is consistent with pharmacy health-care standards and values.
5.2 Note and promptly discuss inappropriate values, standards and behaviour exhibited in the pharmacy with the appropriate person.
5.3 Consistently model a high standard of personal presentation in line with pharmacy expectations.