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 SIRXMGT003A, 'Lead and manage people'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Lead and manage people' 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. Lead the team.
1.1.Ensure leadership style reflects the store image and culture.
1.2.Create an environment in which team members are motivated to achieve high standards of performance.
1.3.Analyse and evaluate personal leadership style in terms of effects on motivation and performance of team members.
2. Lead by example.
2.1.Demonstrate high standards of personal performance.
2.2.Demonstrate willingness to confront difficult situationsand problems.
2.3.Use honest, open consultation to facilitate communication with team members.
2.4.Deal with difficult situations fairly, openly and promptly according to store policy and procedures.
3. Develop and communicate team objectives.
3.1.Develop clear, accurate and relevant team objectives, including expected performance standards.
3.2.Ensure objectives are achievable within designated time limits and according to resources available.
3.3.Explain objectives clearly and at a level and pace appropriate to team members.
3.4.Regularly review objectives, according to team or store policy changes.
3.5.Encourage team members to provide feedback on objectives and to clarify areas of uncertainty.
4. Establish, develop and improve teams.
4.1.Access relevant information to develop plans based on accurate assessment of current competencies and career aspirations, according to current and future store requirements.
4.2.Assist and encourage individuals to take responsibility for their self-development.
4.3.Ensure team building and development plans contain clear, realistic objectives.
4.4.Minimise unproductive friction between team members.
4.5.Take collaborative approach with team members, colleagues and management to establish constructive relationships.
4.6.Encourage team members to offer ideas, views or suggestions.
4.7.Recognise suggestions offered by team members, and provide explanations if proposals rejected.
4.8.Recognise outstanding achievements.
4.9.Ensure promises and undertakings to team are realistic and honoured.
4.10.Give team members appropriate support in areas that may affect work performance and morale.
5. Develop self.
5.1.Identify own current competencies and development needs according to current position description and future career aspirations.
5.2.Develop realistic, achievable and challenging objectives and regularly review them.
5.3.Accept responsibility for achieving self-development objectives.
5.4.Regularly review own progress and performance with appropriate personnel.
5.5.Use feedback received to improve future performance.
6. Delegate responsibility and authority.
6.1.Clearly define team and individual responsibilities and limits of responsibility according to store policy.
6.2.Provide information in a manner and at a pace appropriate for the individual.
6.3.Ensure delegation is unambiguous, explicit and able to be carried out within a designated timeframe.
6.4.Negotiate resources and implementation methods effectively with team members.
6.5.Ensure support and resources available are accessible and sufficient for the needs of the operation.
6.6.Review delegation regularly and revise as required.
7. Consult with team.
7.1.Clearly and concisely communicate policies, plans, problems and solutions to team according to store policy.
7.2.Demonstrate active and clear communication to team on store policy and operational issues.
7.3.Clearly establish meeting purposes.
7.4.Present information clearly.
7.5.Encourage positive contributions from all members of group.
7.6.Allocate discussion time to items according to importance, urgency or complexity.
7.7.Ensure leadership style is appropriate for purpose and membership of group.
7.8.Record decisions accurately and act upon them as required.
7.9.Perform written and verbal communication in a clear and concise manner according to store policy.
8. Support the team.
8.1.Actively support staff, colleagues and management within store policy guidelines in situations involving store policies or operations.
8.2.Actively support team members in achievement of realistic goals.
8.3.Actively focus team members towards store plans and targets.