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 SIRXMGT001A, 'Coordinate 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 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
Element | 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. Monitor and organise staffing levels. | 1.1.Maintain staffing levels and rosters in designated areas within budget and according to store policy and procedures and legislative requirements. 1.2.Roster team according to anticipated sales peaks and statutory requirements. 1.3.Inform team members of individual rosters according to store policy and procedures. 1.4.Take corrective action as needed, according to staff availability. |
2. Inform team members. | 2.1.Inform team of expected standards of work and behaviour required by store policy in a manner and at a level and pace appropriate to the individual. 2.2.Implement staff communication and motivation programs according to store policy. 2.3.Compare store targets to individual and team results. 2.4.Conduct staff meetings to address issues within area of authority according to store policy. 2.5.Perform staff induction into teams, according to store policy. |
3. Coach on the job. | 3.1.Identify opportunities to coach team members who are unfamiliar with specific procedures. 3.2.Make team members aware of the work application of the competency or job being taught. 3.3.Use a systematic approach, including explanation and demonstration where appropriate. 3.4.Encourage trainees by positive comments and feedback. 3.5.Design feedback during instruction to help trainees learn from their mistakes. 3.6.Encourage and guide trainees to evaluate their own performance and diagnose it for improvement. 3.7.Evaluate trainees’ performance, according to store policy and procedures. |
4. Motivate the team. | 4.1.Identify strengths and weaknesses of team against current and anticipated work requirements. 4.2.Encourage individuals within the team to contribute to discussion and planning of team objectives and goals. 4.3.Update and review team objectives and goals on a regular basis in consultation with relevant personnel. 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.Accept responsibility for developing own competencies and identify realistic objectives. |
5. Maintain staffing records. | 5.1.Maintain staff records as required, according to store policy and relevant awards and agreements. |